5280' 

1^ 



STATE OF MARYLAND 



PUBLIC SCHOOL 



SYSTEM 



BY-LAWS 



-INCLUDING- 



NEW COURSE OF STUDY FOR ELEMENTARY 
AND HIGH SCHOOLS 



ADOPTED BY 

THE STATE BOARD OF EDUCATION 

1908 



\90& 



BY-LAWS, 

RULES AND REGULATIONS 

FOR THE ADMINISTRATION 



PUBLIC SCHOOL SYSTEM 



STATE OF MARYLAND. 



ADOPTED BY 

THE STATE BOARD OF EDUCATION 

February 22, 1905, 

Revised August 29, 1908, 

And Published by Its Authority. 



MELVIN & JOHNSON, 

PRINTEBS AND PUBLISHERS, 

DENTON, MD. 



n. Of 0. 



\ 0| E. 



4 



Btpnttmmt of Iburattott. 

Office of the State Board of Education, ) 
Annapolis, Md., August 29, 1908. '[ 
To the Teachers and Officials of the Public School System of Maryland: 

At a meeting of the State Board of Education held this day, the fol- 
lowing By-Laws, Rules and Regulations for the administration of the Pub- 
lic School System of the State of Maryland, adopted February 22, 1905, 
were revised to make same consistent with the Acts of Assembly of 1904, 
1906, and 1908, relating to public education. The revised course of study, 
embodying eleven year grades, is also included herewith. It is the request 
of the State Board of Education that a copy of same shall be placed in the 
hands of every Public School Teacher in the counties of the State. 
Respectfully submitted, 

AUSTIN L. CROTHERS (Governor), President 

M. BATES STEPHENS, Secretary. 

ZADOC P. WHARTON. 

CLAYTON PURNELL. 

ROBERT C. COLE. 

RUFUS K. WOOD. 

WILLIAM S. POWELL. 

THOMAS H. LEWIS. 



By-Laws, Rules and Regulations. 

ARTICLE I. 

STATE BOARD OF EDUCATION. 

1. The State Board of Education shall hold regular meetings on the 
last Wednesday in May, August, November and February in every year, 
and special meetings in pursuance of adjournment, or at the call of the 
President, the Secretary or any three members of the Board. 

2. It shall be the duty of the State Board of Education: 

a. To cause the provisions of the school law to be carried into ef- 
fect, and, if necessary, to institute legal proceedings for that purpose with 
the advice of the Attorney-General ; 

b. To enact By-Laws, Rules and Regulations for the proper and 
efficient administration of the Public School System not at variance with 
Article ^7 of the Code of Public General Laws of Maryland, which By- 
Laws, Rules and Regulations when enacted and published shall have the 
force of law ; 

c. To suspend or remove any County Superintendent who may be 
found inefficient in or incompetent for the discharge of the duties assigned 
him or guilty of such moral delinquency as unfits him for the office he 
holds ; 

d. To exerci?e a general care and supervision of the public school 
interests of the state, explain the true intent and meaning of the School 
Law, decide, without expense to the parties concerned, all controversies 
and disputes that may arise under it (and its decision shall be final), act 
as assistants and advisers of the various County School Boards, and to 
issue in connection with the By-Laws, Rules and Regulations, as a part 
thereof, circulars containing the rulings of the State Board of Education 
respecting the true intent and meaning of the Public School Law; 

e. To make a report to the Governor of the State, annually, on or 
before the first day of January, of the condition of the schools, a state- 
ment of the apportionment of the school fund, abstracts of County School 
Boards' reports, including receipts and disbursements of said Boards on 
account of running the schools, prescribe a uniform series of blanks for the 
teachers and County School Boards, and to require all accounts to be kept 
and returns to be made according to such forms, and to issue, from time 
to time, circular letters and pamphlets to teachers and county school offi- 
cials on topics connected with the administration of the schools; 

f. To appoint the Principal and as many assistant teachers of each 
of the State Normal Schools as may be necessary and to fix their salaries, 
except such as may be fixed by law, arrange and prescribe a normal or 
professional course for each State Normal School or Normal Department 
receiving State aid, and also shall prescribe the age and scholastic attain- 



ments of students to be admitted to the academic course, fill vacancies in 
scholarships to such State Normal Schools and Normal Departments re- 
ceiving State aid, to admit pay students to such State Normal Schools and 
Normal School Departments and to act^s trustees for and supervise same 
in every particular; 

g. To prescribe a course of study for the public schools of the 
State, including the High Schools, Manual Training and Commercial De- 
partments ; examine candidates for the office of County Superintendent 
when requested by the County School Board, and, when found qualified, 
to give a certificate to that effect; grant professional or life certificates to 
teachers of long experience and established reputation, under such con- 
ditions and regulations as the State Board of Education may adopt, which 
shall be valid until revoked for cause, and to prepare and furnish a list of 
books suitable for pubhc school libraries ; 

h. To receive and hold on deposit in some banking institution, to 
be selected by the Board, all monies to which it is entitled by law, and to 
disburse and pay out same upon the order of the Board by the check of its 
Treasurer countersigned by the Secretary of the Board ; receive and hold 
in trust all donations or bequests of money or personal property and all 
grants and devises of lands for the benefit of any Normal School or Nor- 
mal Department, and carefully examine the applications of all persons 
asking to be placed on the "Teachers' Retired List," deciding which ap- 
plicants are worthy to be placed on such list to receive an annual pension, 
and to certify such names to the Comptroller. 

3. An honorary member of the State Board of Education may attend 
any regular meeting thereof, and shall have the right to be heard upon any 
question affecting the interests of the school represented by him, but shall 
not have the right to be present at executive sessions of the Board, which 
sessions shall be attended only by the active members of the Board. 

ARTICLE IL 

STATE SUPERINTENDENT OF PUBLIC EDUCATION. 

1. The State Superintendent of Public Education is the executive offi- 
cer of the State Board of Education and is ex officio a member thereof 
and its Secretary. He shall conduct the correspondence of the State 
Board, keep its records and prepare the Annual School Report. 

2. It shall further be the duty of the State Superintendent of Public 
Education : 

a. To inform himself and the State Board of Education of the con- 
dition of the Public Schools throughout the State, and to diffuse informa- 
tion among school officials and teachers as to the best methods of teaching; 

b. To cause to be printed and distributed to the Public School 
Teachers of the State, each year, a pamphlet for the proper observance of 
Arbor Day, a teachers' manual of prescribed work for the county institute , 
the proceedings of the Marjdand State Teachers' Association, and such 
other circulars and printed matter as will encourage the work of public 
instruction and promote its uniformity; provided all bills for such expen- 



ditures shall be approved by the State Board of Education ; 

c. To receive and present to the State Board of Education the re- 
ports of the various Board of County School Commissioners and to ex- 
amine said County Boards' statements of expenditures of school funds 
and submit his judgment of the same to said State Board of Education; 

d. To endorse such Normal School diplomas from other States as 
he may deem proper, and when so endorsed they shall be legal certificates 
to teach in any Elementary Public School of the counties of the State until 
revoked ; 

e. To arrange dates for Teachers' Institutes and assist the County 
Superintendent in the preparation of the program for the same, and to at- 
tend and preside over said institutes when in session, if possible, and giv<i 
instruction ; 

f. To visit annually the High Schools of the State unless the State 
Board of Education shall designate a Principal of a State Normal School 
or one of the Faculty of same for such purpose ; furnish the State Board 
of Education annually in the month of August a list of accredited High 
Schools of the State, together with such suggestions for their improve- 
ment as he shall deem proper, and to supervise and inspect the work of 
the Manual Training, Industrial Schools and Commercial Departments of 
approved High Schools of the State, collect all necessary statistics pertain- 
ing thereto and submit annually before the 20th day of x^ugust his report 
of same to the State Board of Education, and shall attach to such report 
a copy of the certificate, required by law, to be furnished the Comptroller. 

3. The Superintendent shall nominate on or before July 31st of each 
year, subject to election or confirmation by the State Board of Education, 
an Assistant State Superintendent of Public Education. The said Assis- 
tant Superintendent so nominated and elected shall assist the State Super- 
intendent in such branches of his office and field work as may, in the dis- 
cretion of said Superintendent, be committed to him, and efficiently perform 
all such clerical duiies as may be required of him by either said Super- 
intendent or the State Board of Education. 

4. Whenever the Secretary to the State Board of Education shall be 
designated to serve as its Treasurer, he shall give bond to the said Board 
for the faithful discharge of his duties as Treasurer in the sum of Ten 
Thousand dollars. 

5. The term of services of the Assistant to the Superintendent, and 
also of the Treasurer of the State Board of Education, shall end on the 
31st day of July of everj' year, unless sooner terminated for cause. 

^ 6. The Treasurer shall deposit all public monies received by him in the 
name of the State Board of Education in such incorporated bank or banks 
as the Board shall direct. He shall pay out all monies by check, counter- 
signed by the Secretary, and no bills shall be paid until approved by the 
Board and ©rdered to be paid, except such fixed salaries and janitors' 
wages as shall be actually due: When the money is in hand these salaries 
and wages shall be paid at the end of each month. The Treasurer shall 
keep accurate accounts of all monies received and disbursed by him and 



shall preserve the same and all vouchers relating thereto, and shall deliver 
all such accounts and vouchers to his successor in office ; and the same 
shall be open, at all times, to inspection by members of the Board or any 
other persons directly interested therein. 

7. The Treasurer shall indicate in the Cash Book the particular source 
from which each item of income is received, and shall keep separate ac- 
counts of the several funds of which he shall have the custody; and no 
money belonging to one fund shall be applied to any other purpose than the 
one for which it was appropriated without an order from the Board. He 
shall enter in his Cash Book the purpose of each disbursement, and the 
vouchers for all disbursements shall likewise show the purpose of each 
disbursement separately. He shall have the accounts of the Board at each 
bank where any of its monies may be deposited balanced at least once in 
every six months and one of such balances shall be made at each of said 
banks on the 31st day of July in every year. The bank books and all 
vouchers and account books shall be submitted to the Board at the end of 
each fiscal year and at other times when requested. 

ARTICLE HI. 

BOARDS OF COUNTY SCHOOL COMMISSIONERS. 

1. The Board of County School Commissioners for each county shall 
meet for organization on the first Tuesday in May next succeeding their 
appointment, or as soon thereafter as may be during said month of May, 
and elect one of their number President of the Board, and a person not 
a member of the Board to serve as its Secretary, Treasurer and County Su- 
perintendent of Public Education. Notices of these elections, and of any 
subsequent change of officers, signed by the President and Secretary of 
the Board, shall be sent forthwith to the Comptroller and to the Secretary 
of the State Board of Education. 

2. In counties where there are more than eighty-five schools, the 
Board may, in its discretion, appoint a clerk and fix his salary; and where 
the number of teachers in a county exceed one hundred and seventy-five 
the Board may, in its discretion, appoint an assistant County Superinten- 
dent. 

3. The Board shall meet in regular session within fifteen days after the 
close of each term, arTd at other times in special session, in pursuance of 
adjournment or by call of the President or the Secretary or a piajority of 
the Board ; provided every member of the Board shall have due and timely 
notice of such' special session. The days for holding the regular quarterly 
meetings shall be determined by the Board and made known to the public. 

4. The rules generally adopted by deliberative bodies for their govern- 
ment shall be observed, so far as applicable by the Boards of County 
School Commissioners. No motion or resolution (except a motion to ad- 
journ) shall be declared adopted without the concurrence of a majority of 
the whole Board, viz : two members when the Board consists of three, and 
four members, when the Board consists of six members. 

5. The Board of County School Commissioners shall have the general 



supervision and control of all the schools of their respective counties, and 
shall have power to determine all questions of dispute arising in the ad- 
ministration of the school law in the county, except in cases w^here the 
pow^er has been otherwise specially delegated. An accurate record must 
be made of each case decided, in order that, if an appeal be taken to the 
State Board of Education, all facts may be submitted. 

6. The Board of County School Commissioners shall locate, build, re- 
pair and furnish school houses unless otherwise specially provided by law; 
they shall adopt, purchase, change, when deemed expedient, and distribute 
text-books, and furnish the same free of cost for use in the public schools 
of the State, subject to the order of said Boards, under such rules and 
regulations as they may adopt for the care, safe-keeping and return of 
same ; they shall award the contract to furnish books to the lowest re- 
sponsible bidder after an opportunity has been given for competitive bid- 
ding, and they shall fully set forth in their annual report to the State 
Board of Education the title, the name of the publisher and the net price 
paid for each book. \ 

7. It shall be the dutylof the Board of County School Commissioners : \ 

a. To appoint the ^i»rncipals of all High Schools, and, after ad- 
vising with the Principal of a school where an assistant or assistants are 
employed, to appoint all assistant teachers ; 

b. To consolidate schools when in their judgment consolidation is 
practicable and desirable and to arrange for and pay the necessary cost 
of transporting pupils to and from such consolidated schools, and deter- 
mine what pupils shall thus be transported at public expense ; 

c. To confirm or reject the appointments of principal teachers, to 
examine any charge preferred against the moral character of any teacher, 
and fix the salaries of principal teachers and assistants ; 

d. To appoint annually, during the month of May and at their first 
meeting of that month, three persons, residents of the school district for 
which appointed, to act as District School Trustees ; 

e. To prevent the use of school property for any other than Public 
School purposes and school district meetings, unless by the written consent 
of a majoritj^ of the County School Board; 

f. To make an annual report to the State Board of Education on, 
or before, the first day of September of the condition of the schools on 
such blank forms, and containing such statistics, as the State Board of 
Education may prescribe or require, and publish annually in the month 
of November, in such manner and form as they may deem proper, a state- 
ment of receipts and disbursements, including the monies received and dis- 
bursed on account of text-books, and a statement of the indebtedness of 
the Board at the close of the fiscal year, and forward a copy to the State 
Board of Education ; 

g. To give due notice in writing to the County Commissioners of 
the amount needed to keep the schools open at least nine months, and 
also the amount needed to keep them open ten months in the year, and 
also amount needed for building new school houses and repairing old 



ones, — these statements to be made separately, — furnish plans and draw- 
ings for all new school houses to be constructed in the county, and close 
any school which does not maintain an average attendance of ten pupils 
or maintain same in part by private subscription, and in part from the 
school fund, rating a full school at twenty pupils ; 

h. To select students possessing the requisite qualifications for the 
free scholarships of the State Normal Schools and Normal School Depart- 
ments receiving State aid, and also to name, wherever practicable, alter- 
nates for these scholarships, who shall enjoy the scholarship if for any 
reason the principal fails to tise same; 

i. To select a suitable site for a school house in every district where 
a new school house is to be built, or a change of location in the school 
house site shall be deemed necessary; purchase or receive donations of 
school house sites ; but in no case to build upon or occupy any school house 
site, purchased or donated, until a good title to the same shall have been 
acquired in the name of the Board of County School Commissioners, and 
they are authorized to sell or lease any lot or building formerly owned for 
school purposes but which may be unused because of consolidation of school 
districts or for any other reason ; 

j. To designate the respective schools under their charge as schools 
No. I, 2, and 3, and so forth, of their respective election districts ; 

k. To order the payment of teachers' salaries and all incidental ex- 
penses of the schools then due at the first meeting of the Board after the 
close of the term. If the funds on hand are not sufficient for this purpose 
the Board is authorized to borrow temporarily what may be needed, and 
to give a note for the amount, signed by the President and the Treasurer; 

I. To appoint qualified persons as instructors in the Manual, Indus- 
trial and Commercial Training Departments, equip these departments 
properly, fix the salaries of the instructors — all of which costs are to be 
charged to the accounts of the special appropriations for these depart- 
ments — and include in the annual report to be made to the State Board of 
Education a full statement of receipts and disbursements on account of 
each fund. 

ARTICLE IV. 

DISTRICT SCHOOL TRUSTEES. 

1. The Board of District School Trustees shall meet within thirty days 
after their appointment, and at their first meeting appoint a chairman, who 
shall be one of their number, notice of whose appointment shall at once 
be sent to the Board of County School Commissioners. The Principal 
Teacher of the school, whose appointment as such shall have been confirmed 
by the County School Board,' shall be ex officio secretary and the executive 
officer of the Board of District School Trustees. 

2. They shall take and subscribe the oath or affirmation of office pre- 
scribed by the constitution before one of the County School Commissioners, 
the County Superintendent or his assistant or duly appointed clerk, or 
before an}' other officer duly authorized to administer oaths. No County 



School Commissioner, County Superintendent, Assistant County Superin- 
tendent or Clerk to the County School Board shall charge or receive any 
fee for administering any oath. 

3. They shall have the care of all houses and lands connected there- 
with intended for school purposes, also of the furniture, apparatus and 
other school property; they shall attend to all repairs, first notifying the 
Board of County School Commissioners of the repairs needed and submit- 
ting an estimate of the cost of the same, and, when the estimate is approv- 
ed by the County School Board, the Trustees shall have the repairs made, 
or the work may be ordered to be done by the County Superintendent; 
but the cost of glazing, necessary whitewashing and the securing of doors 
and windows, may be charged among the incidental, sanitary and repair 
expenses of the school, provided the total cost does not exceed fiv^e dollars 
in any one term, and the teacher shall inclose with his report an itemized 
bill of such expenses for the approval of the County School Board. 

4. The Trustees shall appoint and employ a Principal Teacher from 
among those persons who hold a legal certificate, which appointment shall 
be reported to the County School Board for confirmation on the required 
b'ank form and to be signed by a majority of the Trustees. 

5. Principal Teachers who have been duly appointed, and their ap- 
pointments confirmed by the County School Board, may be removed at 
any time by the Board of District School Trustees by their giving the 
Teacher thirty days' notice in writing of dismissal, provided the District 
School Trustees, or a majority thereof, shall furnish in writing the reasons 
for such dismissal when asked for by the Teacher so notified, and provided 
further that the demand for such reasons be made by the Teacher within 
ten days from the time of receiving such written notice of dismissal ; an 
appeal from the action of the Board of District School Trustees may be 
taken by the Teacher to the County School Board within ten days after 
he or she shall have received such reasons or charges in writing. The 
reasons or charges given by the Trustees must be specific and the action of 
the County School Board in the premises shall be final. 

6. They shall have general supervision over their respective schools 
and shall visit them frequently. They shall see that every school house site 
is provided with suitable outbuildings, which shall be kept in good repair 
and condition. 

7. In case of neglect of duty, or refusal to act, on the part of the mem- 
bers of the Board of District School Trustees, or any of them, their places 
shall be declared vacant by the Board of County School Commissioners, 
who shall fill the same. 

ARTICLE V. 

COUNTY SUPERINTENDENT. 

I. The County Superintendent of Public Education, who shall also be 
the Secretary and Treasurer of the Board of County School Commission- 
ers, shall enter upon the duties of his ofiice on the first day of August en- 
suing his election (unless appointed to fill out an unexpired term), by 



taking the oath of office prescribed by the Constitution before the Clerk of 
the Circuit Court of the county for which he shall' be appointed. 

2. The County Superintendent, as Secretary and Treasurer of the 
Board of County School Commissioners, shall give bond to the State of 
Maryland in such penal sum as the Board may determine, conditioned 
that he will faithfully perform the duties of Secretary and Treasurer, pay 
over and apply all monies that shall come into his hands or care, as Treas- 
urer, to such persons and in such manner as said Board may lawfully 
direct, that he will keep a full account of all monies received and paid out 
by him and preserve the same and all vouchers relating thereto, and deliver 
all books and vouchers relating to his office to his successor; which bond 
shall be signed by the Secretary and Treasurer and by two good sureties, 
or by any bonding, deposit or trust company of Maryland, having by law 
the power to act as such surety, which said bond shall be approved by 
the Board and filed with the Clerk of the Circuit Court. 

3. It shall be the duty of the County Superintendent, as Secretary and 
Treasurer of the Board, to attend every meeting of the Board of County 
School Commissioners and to keep an accurate minute of the proceedings, 
and, after the same shall have been duly approved by the Board, to record 
said minutes or proceedings m a well-bound book to be kept for the pur- 
pose. The record book of the proceedings shall be indexed for easy refer- 
ence and shall be accessible to any member of the Board or to any other 
interested person. 

4. As Secretary he shall carefully file and safely keep all letters, writ- 
ten reports and other papers relating to the office or the business of the 
Board, and all the correspondence pertaining thereto. 

5. He shall prepare, on proper blank forms, aad submit to the County 
School Commissioners for their consideration and approval, the annual 
report to the State Board of Education, on or before the first day of Sep- 
tember of each year. 

6. He shall notify the Comptroller on or before the fifteenth day of 
January of each year how many months the schools of the county have 
been kept open during the calendar year ending December 31st next pre- 
ceding. 

7. He shall receipt for all monies received, and deposit the same in 
some incorporated bank to his credit as Treasurer of the Board of County 
School Commissioners, keeping an accurate account of the same, and dis- 
tinguishing the particular source from which each item is received, and he 
shall disburse the same by check, under the order of the Board, for which 
he shall take receipts showing the purpose of each disbursement separately 
and file same among the papers of the office. Manual Training appropria- 
tions, the Free School Book fund and the appropriation for the Commercial 
Course must be kept separately from the General School Fund and these 
funds cannot be used for any other purpose than the one for which the 
appropriation was made. 

8. He shall devote his whole time to public school business, and shall 
not engage in any profession, occupation or employment which will pre- 



13 

vent him from so doing. He shall take charge of and keep open the office 
of the Board during business hours on such days in every week as the 
Board may direct, of which days public notice shall be given; but in coun- 
ties where there is a Clerk to the Board or an Assistant Superintendeni 
the office of the Board shall be kept open during business hours daily, 
as far as practicable. 

9. On vacating his office he shall deliver his books, vouchers and all 
official papers to his successor in office. All books of account and of rec- 
ord shall be completed and posted up to and including date of leaving the 
office, and no salary shall be paid until this provision has been compliea 
with 

10. He shall hold annual examinations for applicants for Teachers' 
certificates in the presence of at least one of the County School Commis- 
sioners or one of the District School Trustees, at such time and place as 
the County School Board may direct, of which due notice sha'.l be given 
in the newspapers ; and no other or special examination for such applicantb 
shall be held without the special order of the School Board; but an ex- 
amination may be continued or adjourned by the County Superintendent. 
The examination for Teachers' Certificates shall be in writing, and the 
papers of all applicants shall be preserved and duly filed for two years, 
subject to inspection of the County School Board or the State Board of 
Education. The percentage of questions correctly answered in each 
branch shall be marked on the examination papers and recorded in a book 
kept for that purpose, and any applicant for a Teachers' Certificate, when 
so ordered by the County School Board, may inspect his or her examina- 
tion papers in the presence of the County Superintendent or the Assistant 
County Superintendent. 

11. He shall issue Teachers' Certificates to the persons entitled to re- 
ceive them under and by direction of the County School Board, but no cer- 
tificate shall be granted to any person without satisfactory proof of his or 
her good moral character nor to any male under the age of nineteen, or to 
any female under the age of eighteen years of age, or to any person ad- 
dicted to the use of intoxicating liquors. Certificates thus issued shall con- 
tinue in force for six months, unless sooner revoked for cause, unless the 
County Superintendent shall have become satisfied from personal obser- 
vation of the teacher's ability to govern a school and to impart instruction 
in the various branches taught in the public schools. When he shall have 
been satisfied in regard to these matters he shall issue a certificate or en- 
dorse the one already issued which may be good for five years, unless 
sooner revoked for cause; but a person, holding a certificate, who fails to 
obtain a school within six months after the issuance of the same, shall not 
be required to pass another examination for fifteen months from the date 
of the granting of the certificate. Certificates of the first grade, or first 
class of the second grade may be renewed with or without an examination 
at the order of the County School Board, but certificates of the second or 
third class of the second grade shall not be renewed beyond five years with- 
out the approval of the State Board of Education. The County Superin- 



14 

tendent shall not be allowed to make any charge or receive any fee for 
issuing or renewing any certificate. 

12. He shall visit the schools of his county three times in each year, if 
the teachers number sixty or less ; twice in each year if they number more 
than sixty and less than one hundred and seventy-five, and once in each 
year, if there be more than one hundred and seventj'^-five teachers. But in 
counties where there is an Assistant, such Assistant may visit the schools 
when necessary by direction of the County Superintendent, and all schools 
of said county should be visited twice in each 3rear. He shall observe the 
methods of the teachers and give them such practical suggestions as cir- 
cumstances may prompt. He shall examine the pupils in the schools as 
to their proficiency in the work of the grades to which they have been 
assigned, inquire into all matters of discipline and management of the 
schools and advise and assist the teacher in regulating the same according 
to law. 

13. He shall prepare and furnish the teacher of the county a course of 
study conforming to the Course of Study prescribed by the State Board of 
Education for the public schools of the State and adapted to the text-books 
used in his county ; and shall cause the schools to be graded and organized 
to conform to the requirements of said course of study. 

14. He shall, in his official visits to the schools, examine the condition 
of the school houses, school grounds, fences, ou'tbuildings, furniture and 
text-books, and shall suggest methods for improving and beautifying the 
school grounds, warming and ventilating the school houses, decorating the 
school walls, forming school libraries ; and he shall make a memorandum 
of the condition of each school house, of the furniture therein and of the 
outbuildings and fences connected therewith, in his official Note Book which 
he shall carry with him for 1he purpose, which record shall be preserved 
among the records of the office for the information of the members of the 
Count}^ School Board or other persons directly interested. 

15. He shall cause to be held twice in each scholastic year an examina- 
tion of pupils m the various branches of their grades. The first examina- 
tion shall be held in the month of January and the questions for same shall 
be prepared by the County Superintendent, or at his direction, by the 
teachers, provided a copy of such questions prepared by the teachers shall 
be sent to the County Superintendent within six days from the close of 
the examination. The second examination of pupils, for promotion, shall 
be held the last week of the school year, or the week preceding; and the 
questions for this examination shall be prepared bj^ the Coimty Superin- 
tendent and sent to each Principal- Teacher in due time, and the same 
shall not be opened by the teacher until the day for beg'nnirg the exam- 
ination. The results of the examination and all promotions of pupils must 
be made on proper blank forms and sent to the County Superintendent 
with report for Summer Term. 

16 He shall organize once in each year a five-days' Teachersi Insti- 
tute, the same to be held at such time as the State Superintendent may fix, 
and at such place as may be selected bv the President of the Countv School 



15 

Board. All teachers in actual employment shall be notified at least two 
weeks in advance of the time and place of the meeting of the institute, and 
be furnished a program of same as prepared by the County Superintendent. 
Teachers are required to attend these institutes, and failure to attend, un- 
less caused by sickness, will be attended by a reduction of salary to be 
fixed by the County School Board. At these County Institutes the Count} 
Superintendent shall preside, if for any reason the State Superintendent 
cannot attend, and shall make such suggestions and give such talks from 
day to day as he may consider important for the purpose of increasing the 
efficiency of the schools and improving the work of the teacher. He shall 
report to the County School Board the names of all teachers who are ab- 
sent from the institute. He may also organize one or more Teachers' 
Associations, which may meet at least three times a year, encourage the 
work of the Maryland State Teachers' Reading Circle and shall supervise 
any Manual or Industrial Training School organized in his county. 

17. He shall make himself familiar with the Public School Law of the 
State and the By-Laws, Rules and Regulations of the State Board of Edu- 
cation. By the acceptance of the office he binds himself to the observance 
of all the provisions which regulate his office and prescribe his duties. In 
cases of doubt he should apply to the State Board of Education as the 
authorized interpreter of the law. 

ARTICLE VI. 

TE.\CHERS. 

1. Every teacher on his first appointment and before entering on 
the duties of his office shall take the following oath of office, a copy of 
which shall be kept in the office of the County School Board: 

I , having been appointed a teacher in the pub- 
lic school of County. State of Maryland, do swear 

(or affirm) that I will obey the School Law of the State of Maryland 
and all rules and regulations touching my position as teacher, passed in 
pursuance thereof by the proper authority; that I will, to the best of my 
skill and judgment, diligently alid faithfully, without partiality or preju- 
dice, discharge the duties of a teacher, in the public schools of said county, 
including attendance on teachers' institutes and associations when legally 
called thereto, and will honestly and correctly make quarterly and other 
reports when required by law or the school authorities of said county to 
do so. 

Teacher. 

State of Maryland County to wit : 

Sworn (or affirmed) before the subscriber 

by , teacher, who in my 

presence has thereto set name this 

day of 19 

2. It shall be the duty of teachers to have the schoolrooms swept, 
dusted and ventilated every day, and warmed when necessary, at least fif- 
teen minutes before the hour of opening, and to see that the house is kept 
clean and comfortable at all times. They shall organize and conduct their 
schools according to the schedule in Article VIII. Section 7, and shall give 



i6 

their undivided attention to the pupils during the whole of the school 
hours. Pupils and teachers are prohibited from using tobacco in any form 
on the school premises during school hours. 

3. They shall keep a record of the daily attendance of themselves and 
of each pupil in the register provided for that purpose. This register shall 
be preserved in good condition and submitted to the inspection of the 
Count}'- Superintendent, the Trustees and the Commissioners, whenever 
desired. 

4. They shall make a term report to the School Board (on forms 
provided for that purpose, and approved by the State Board), and shall 
fill up accurately all the blanks, so far as applicable to each particular 
school. Tliey shall swear or affirm to this report before a Justice of the 
Peace or a School Commissioner, if required by the By-Laws of the 
County School Board ; they shall have it endorsed by at least two School 
Trustees ; and shall deliver it to the County Superintendent at least three 
days before the stated quarterly meeting of the Board. 

5. No teacher shall receive payment for services until the registers 
are properly filled up, and reports made and delivered as required by law 

6. No person shall act as a substitute for a teacher unless holding a 
teacher's certificate, and then only with the written consent of the Trus- 
tees, which shall be filed with the teacher's report. In case a disqualified 
person act as substitute, no salary shall be paid for that time. 

7. For each day's absence from school, without good and sufficient 
reasons, which reasons shall be stated in the quarterly report, the teacher 
shall forfeit the proportionate amount of salary; but no deduction shall be 
made by the Board for sickness not exceeding three days in one term. 
Time lost shall not be made up by teaching on Saturdays or legal holidays, 
or at extra hours. The days of absence shall be noted in the quarterly re- 
port ; and the cause of absence for each day. 

8. Every teacher shall keep an account of the books belonging to the 
school furnished each pupil for use, and shall require the return of the 
same when the child leaves school. Teachers will be held responsible 
for the safe-keeping and good condition of the books and stationery belong- 
ing to the schools. 

g. Any teacher who shall refuse to vacate his school when legally 
notified of his suspension or dismissal by the Trustees or County School 
Board, shall forfeit all claim for compensation for services during the 
term in which such suspension or dismissal shall take place, and be there- 
after ineligible to any school under the control of the Board, unless re- 
instated by the County School Board. 

10. Every teacher shall furnish to the County School Board an inven- 
tory of the books and stationery belonging to the Board which are in the 
school at the expiration of each school year. 

11. All contracts with teachers shall be in writing, and shall be signed 
by the Board of District School Trustees, or a majority of them, and by 
the teacher. Said contracts shall be submitted to the Board of County 
School Commissioners for confirmation, and shall not be valid unless 



17 

confirmed. The following shall be the form of contract and no other form 
shall be legal : 

teacher's contract. 

STATE OF MARYLAND, COUNTY OF 19. . . . 

It is hereby agreed by and between the District School Trustees of 

School No , District No and 

that the said 

shall be and is hereby appointed to teach at said school, subject to 

the confirmation and requirements of the Board of County School Com- 
missioners of County, and to the provisions 

of the Public School Laws of the State of Maryland, and at such salary 
as the said Board of County School Commissioners may direct, provided, 
however, that no white teacher regularly employed in a public school of 
said State, having an average attendance of fifteen pupils or more, shall 
receive as a salary less than three hundred dollars per school year ; and 
provided further, that all white teachers, holding a first class teachers" 
certificate, who have taught for a period of three years in any of the public 
schools of said State, shall receive as a salary not less than three hundred 
and fifty dollars per school year ; that all such teachers, who have taught 
in said schools for a period of five years, shall receive as a salary not less 
than four hundred dollars per school year; that all such teachers, who 
have taught in said schools for a period of eight years, shall receive as a 
salary not less than four hundred and fifty dollars per school year, and 
that all white teachers holding a second class teachers' certificate, who 
have taught in said public schools for a period of eight years, shall re- 
ceive as a salary not less than three hundred and fifty dollars per school 
year. 

The said on 

part, hereby accepts said appointment, to take effect on the 

day of 19 

This contract shall continue from term to term, and from year to 
year, subject to revocation at any time by either of the parties hereto, on 
giving to the other party thirty days' notice, in writing, to that effect, and 
similar notice of such revocation must also be given to the said Board of 
County School Commissioners. 

If from any cause the Board of County School Comrrrissioners should 
decide to close said school, then this agreement may be terminated by said 
Board of County School Commissioners at any time. 

Witness our hands : 
(At least two Trustees must sign). 



Trustees. 



Teacher. 
The above contract is hereby ratified and confirmed by the Board of 

County School Commissioners of County, 

this day of , 19. . . . 

Attest : 



Secretary. 

FORM OF DISMISSAL. 

State of Maryland, County of , 19. . 

To 

Teacher of Public School No , Election District No .... 

You are hereby notified that your services as teacher of the aforesaid 



school will not be required after the day 

, ig. . . ., said day being not less than thirty days from 

the date hereof. 

(At least two Trustees must sign). 



Trustees. 

12. If a teacher wishes to vacate his school, thirty days' notice in 
writing must be given to the Trustees and also to the County School 
Board, except in cases of emergency, of which the School Board must 
judge. If any teacher leaves without giving such notice, he shall forfeit 
the salary already accrued for the current term. 

13. Immediately on the termination of the scholastic year, or on the 
teacher's vacating the school, he shall secure the schoolhouse, and shall 
deliver the keys thereof and all school property in his charge to the Chair- 
man of the Board of District Trustees or to one of the School Commis- 
sioners, taking a receipt therefor. 

14. No person is eligible to appointment as teacher or substitute with- 
out having one of the several certificates to teach as enumerated in Section 
6 of Article VII. The minimum legal age of men teachers is 19 years; of 
women teachers, 18 years. 

15. Teachers shall attend the Teachers' Institute and County and 
District Teachers' Association when ordered by the proper authority, under 
such penalty as the Board of County School Commissioners may prescribe. 

16. Every teacher is expected and required to make himself acquaint- 
ed with the By-Laws, Rules and Regulations of the State Board of Edu- 
cation, and of the Board of School Commissioners of his county, and to 
bear in mind that by accepting employment he voluntarily undertakes to 
discharge the duties imposed or implied therein. Any voluntary neglect or 
violation of said By-Laws is therefore a breach of contract, and may lead 
to termination of the engagement or to the annulment of his certificate. 

17. The Principal Teacher of every school, when the appointment has 
been confirmed by the County School Board, is ex-oMcio the Secretary of 
the Board of District School Trustees. He shall keep an accurate record 
of the proceedings of each meeting in an appropriate record book, which 
shall be inspected by the County Superintendent when visiting the schools. 

ARTICLE VII. 
teachers' certificates. 

1. The issuing, grading and renewal of certificates of qualification as 
Public School Teachers, to persons applying for same in any county, are 
in the discretion of the County Superintendent under the provisions of law. 

2. The certificates issued by each County Superintendent shall be 
numbered and registered in a book provided for that purpose, and shall 
be arranged by the County Superintendent, under the sanction of the 
County School Board, as First Grade, First Class ; First Grade, Second 
Class ; Second Grade, First Class ; Second Grade, Second Class ; and 
Second Grade, Third Class. The grade shall be determined a$ required 



19 

by law, by the scholastic qualifications of the Teacher ; but the class shall 
be determined by the professional ability and skill of the Teacher as ex- 
hibited in the schoolroom, and observed and vouched for by the County 
Superintendent. Certificates issued by the Principal of a State Normal 
School, or the Normal Department of Washington College, shall be sub- 
ject to the same provisions. When the diplomas of graduates of the State 
Normal Schools, or the Normal Department of Washington College, shall 
have aflfixed to them the Seal of the State Board of Education they shall 
be accepted as First Grade, First Class certificates. 

3. Certificates of the First Grade shall certify that the Teacher has 
been examined in Orthography, Reading, Writing, Arithmetic, Geography, 
United States ^nd General History. English Grammar, Bookkeeping, Al- 
gebra, Natural Philosophy, Physiology, Plane Geometry (four books). 
National and State Constitutions, Theory and Practice of Teaching, and 
the Laws and By-Laws of the Public School System of Maryland; and 
those of the Second Grade shall certify that the Teacher has been ex- 
amined in Orthography, Reading, Writing, Arithmetic, Georgraphy, United 
States History, History of Maryland, English Grammar, Constitutions of 
United States and Maryland, Algebra (to Quadratics), Theory and Prac- 
tice of Teaching, Physiology, and the Laws and By-Laws of the Public 
School System of Maryland. 

4. A certificate valid for life or during good behavior may be granted, 
by the State Board of Education, to Teachers who shall have fulfilled the 
following conditions : 

(a) The applicant must hold a first-class certificate. 

(b) He or she must have been a Teacher for seven years, of which 
five shall have been spent in Maryland. 

(c) He or she must have the unanimous recommendation of the 
Board of School Commissioners of the county where the applicant is a 
Teacher. 

(d) He or she must give satisfactory proof of a liberal education and 
of professional study. 

(e) li required, the applicant must pass a satisfactory examination 
before the State Board of Education. 

5. There shall be held annually on Thursday, Friday and Saturday. 
next succeeding the date of the regular quarterly meeting of the State 
Board of Education in the month of August, an examination for State 
or Life Certificates, which examination shall embrace the subjects of the 
Normal Course of the Normal School Curriculum. The place for holding 
the examination will be in Annapolis in the office of the Department of 
Education. The questions for this examination shall be prepared by the 
State Superintendent, subject to the approval of the State Board of Edu- 
cation, and conducted by said Superintendent, with such assistance as may 
be given him by the State Board of Education. 

6. No person shall be employed as a Teacher in the Public Schools 
of Maryland unless such a person shall hold : 

(a) A certificate issued by the County Superintendent wheT"c lie or 
she proposes to teach. 



(b) A certificate from a Principal of a State Normal School or of 
the Principal of the Normal Department of Washington College. 

(c) A diploma of a State Normal School of Maryland or of the 
Normal Department of Washington College. 

(d) A Normal School diploma of another State endorsed by the 
State Superintendent of Public Education. 

(e) A certificate from the State Board of Education. 

(f) Diplomas of graduates of colleges or universities of this State who 
took with the major subjects of junior and senior years the following course 
in pedagogy: 

JUNIOR YEAR. 

Course A. — General History of Education, embracing a review of the 
most eminent educational theories and systems of ancient and 
modern times. First Term. Three times a week. 

Course B. — Psychology. The content and development of mind, studied 
with the special view to comprehending the art of teaching, 
as based on a l<nowledge of the child. Second and Third 
Terms. Three times a week. 

Course C. — Special Method Review of Elementary English, Geography 
and Arithmetic, and a study of methods and devices used in 
teaching these branches. Throughout the Year. Three times 
a week. 

Course D. — Drav/ing, Music, Elocution, and Physical Training. Once a 
week in each of the subjects named throughout the year. 

SENIOR YEAR. 

Course E. — General Method. The Philosophy of Teaching. A study of 
the psychological and pedagogical principles upon which teach- 
ing is based. First Term. Three times a week for at least 
twelve consecutive weeks. 

Course F. — School Organization and Discipline. This course comprises 
methods of supervising and managing schools, teachers and 
pupils ; courses of study and programs, based on Maryland 
Teachers' Manual and Course of Study ; sanitation ; play- 
grounds ; text-books ; supplies and apparatus. Second Term. 
Three times a week'- for at least twelve consecutive weeks. 

Course G. — School Law. This course treats of the duties of the teacher 
as an officer of the State ; school boards ; trustees ; contracts ; 
care of property ; records and reports, etc. Third Term. 
Three times a week for at least twelve consecutive weeks. 

Course H. — Practice Teaching. Throughout the year each student will 
teach at least two periods every week under the supervision 
of a critic teacher in a regularly graded school. 

Cour.ce I. — Drawing, Music, Elocution, and Physical Training. Once 
a week in each of the subjects named throughout the year. 

ARTICLE Vin. 

SCHOOLS. 

r. The Course of Study for Elementary Schools, which embraces 
the subjects required to be taught in every District School, shall be fol- 
lowed as outlined and given in Section 7 of this Article ; and the cur- 
riculum for High Schools as given in Section 7 of this Article shall be 
followed in the grades of the High Schools. 

2. The school year of ten months shall be divided into four terms 



as nearly equal as possible, to be called the fall, winter, spring and sum- 
mer terms, respectively. 

3. School shall be open daily, five days in each week, and for six 
hours each day. The hours each day, unless otherwise ordered by the 
School Commissioners, shall be from 9 A. M. to 12 M., and from i to 
4 P. M. The younger pupils may be required to attend during a shorter 
daily session at the discretion of the teacher and with the consent of the 
County Superintendent. No school shall be in session on Saturday, Sun- 
day, or on any of the following holidays, viz.: Thanksgiving Day, the 
24th of December to the ist of January (both inclusive), the Friday be- 
lore Easter and the Monday after Easter, the whole months of July and 
August, and the days designated for the holding of the Annual Teachers' 
Institute. These vacations and holidays are obligatory on all schools. Elec- 
tion days and Decoration day may each be declared a holiday at the dis- 
cretion of the Board of County School Commissioners. 

4. There shall be a public examination of the pupils in each school 
twice a year, to which parents and school officers shall be invited, and the 
examination shall be reported to the School Board. 

5. The teacher of any school may order the following articles for 
the comfort, convenience and security of the school when not otherwise 
provided for by the County School Board, viz. : fuel (ax and saw if 
needed), water bucket, drinking cup, wash basin, soap, towel, window 
lights and fastenings, door locks, all of which shall be paid for by the 
teacher and charged among the incidental expenses of the school, provided 
that vouchers shall be given for every expenditure. The teacher shall be 
responsible for the due care and right use of such articles, and any loss 
arising from neglect or waste shall be charged against his salary. 

6. The rules adopted by any Principal Teacher for the government 
of his school, with the consent of the County Superintendent and the 
Board of District Trustees, and not at variance with the school law, the 
By-Laws of the State Board or the By-Laws of the County School Board, 
shall be carefully observed by all pupils and assistant teachers under his 
authority. 

7. The following classification and schedule of studies shall be ob- 
served in all Primary, Elementary and High Schools : 

Note. — For the convenience of all concerned the outlined work by 
grades will be found on the last pages of this pamphlet. By order of the 
State Board of Education, the Eleventh Year Grade has been added, and 
the work of the course has been re-distributed and revised to meet the 
requirements of such action and also to meet new conditions which have 
arisen because of new demands made on modern public school teaching. 
School officials and teachers are earnestly requested to study carefully 
this revised course in order that its provisions may be honestly observed. 

ARTICLE IX. 

NORMAL SCHOOLS. 

I. The Maryland State Normal School, located in the City of Balti- 
more, the State Normal School No. 2, located in Frostburg, the Normal 



Department of Washington College, located in Chestertown, and the Bal- 
timore Colored Normal School, located in the City of Baltimore, are sup- 
ported by State appropriations and are under the control and supervision 
of the State Board of Education. The purpose of these schools is to train 
and prepare young men and women for the profession of teaching, and 
they are especially maintained for the instruction and practice of students 
in the science of education, the art of teaching and the mode of governing 
schools. 

2. Each County School Board and the Board of School Commission- 
ers of Baltimore City is entitled to send two free students to the Maryland 
State Normal School for each member of the General Assembly of Mary- 
land, and one free student to the State Normal School of Frostburg, the 
Normal Department of Washington College and the Baltimore Colored 
Normal, for every three members of the General Assemby of Maryland. 
Counties having a representation of five shall be entitled to name two free 
students to the last three institutions named in this section. Students who 
hold scholarships in these Normal Schools shall be entitled to tuition and 
text-books free. 

3. The Principal and other members of the Faculty of the State Nor- 
mal Schools shall be appointed annually by the State Board of Education, 
the members of which being ex officio trustees of said schools, and all of 
said appointments shall be made so as to expire on the 31st day of July 
of each year, such date being the end of the fiscal year. 

4. The sessions of the State Normal Schools and of the Normal De- 
partment of Washington College shall begin each year on the second Wed- 
nesday of September and shall close not earlier than the second Thursday 
of June in each year. 

5 There shall be maintained in each State Normal School and in the 
Normal Department of Washington College a two years' Normal or Pro- 
fessional Course in which Elementary and High School branches shall be 
studied and reviewed and in which special training shall be given in the 
subjects of "The History of Education," "School Organization and Man- 
agement," "Psychology," "Theory and Practice of Teaching," and such 
other professional subjects as may be included in the curriculum for 
Normal Schools. There may be maintained in each of said schools an 
Academic or Preparatory Course which shall prepare students for the 
Normal Course ; and the scholarship afforded by the Academic Course shall 
be at least equal to the scholastic requirements of the State High School 
Curriculum. 

6. Students of both sexes shall be admitted to both the Normal and 
Academic Courses. Male students shall be at least seventeen and female 
students at least sixteen years of age to enter the first year of the Normal 
Course and shall possess such mental qualifications as graduation from 
an accredited High School implies. Students who are graduates of an 
accredited High School, a list of which schools shall be furnished each 
Normal School Principal annually on or before September first by the 
State Superintendent, shall be admitted to the first year of the Normal 



Course without examination, provided such applicant meets the age re- 
quirement. Male students for admission to the Academic Course shall be 
at least sixteen years of age and female students shall be fifteen years of 
age. They shall be examined by the Faculty of the school and must give 
satisfactory proof of mental qualifications equal to the completion of the 
Course of Study prescribed for the Elementary School of the State and 
must furnish satisfactory evidence of good moral character. 

7. All free students to the Normal Schools and the Normal Depart- 
ment of Washington College must receive their scholarships from the 
Board of County School Commissioners, the Board of School Commis- 
sioners of Baltimore City or from the State Board of Education. Each 
appointment to a free scholarship must be certified to the State Board of 
Education on a printed form prescribed by the State Board on or before 
the twentieth day of August of each year, w^hich certificate of appointment 
must be signed by the President and Secretary of the respective Boards. 
Ever}^ student thus granted a scholarship before being regularly admitted 
as a student shall make a written declaration to the State Board of Edu- 
cation on a prescribed form that he or she will teach in the Public Schools 
of the State, unless, after diligent effort, such person fail to obtain a 
school. 

8. Members of the State Board of Education, or competent persons 
to be appointed by said Board, shall supervise, as far as they may deem 
practicab'e, the final examination of the senior year of the Normal Course 
in these schools, satisfy themselves that the requirements of the curriculum 
prescribed for the Normal Course have been properly met and recommend 
for diplomas such students as they may find worthy of graduation. 

9. Students who fail to pass the examinations for any class at the 
close of the j'ear cannot re-enter the school as free students without an 
order of the State Board of Education. 

10. Students holdmg free scholarships and desirous to return to the 
school another year must notify the Principal of such school and also the 
Secretary of the School Board of the county or city from which the schol- 
arship was obtained on or before the last day of July of each year. The 
Secretaries of the County and City School Boards must notify the Secre- 
tary of the State Board of Education on or before the tenth day of August 
of every year of new scholarships granted and a list of those students who 
will return to the school. 

Ti. In addition to students who hold free scholarships, where the 
capacity of the school will admit of it, a limited number of young men and 
women, of good moral character and who possess the necessary mental 
qua'ifications, will be admitted as pay students — the uniform charge for 
tuition and books to be Twenty-five Dollars per year. Text-books will be 
furnished all students free of charge but a deposit of Five Dollars will 
be required of each student when entering, as a guarantee of proper care 
and against loss of books. When graduating or leaving school before grad- 
uating this fee shall be returned to the student if no books have been lost 
or unduly worn. 



24 

12. The Principal of each Normal School and of the Normal Depart- 
ment of Washington College shall arrange for practical teaching for stu- 
dents of the Normal Course. 

13. All vacant scholarships not filled and reported to the State Board 
of Education as required by Section 10 of this Article shall be filled by the 
State Board of Education. 

14. The course of study required by all who would obtairi a Normal 
School Diploma in Maryland covers two years and is designated — The 
Normal Course. To enter that course a student must hold a certificate 
from an approved High School in Maryland, or pass examinations on a 
course equivalent to that pursued in such High Schools, or complete the 
course herein laid down and designated — The Academic Course. The 
Academic Course covers tv/o years, and to enter the first year of that 
course a student must have completed the Eighth Grade in the Public 
Schools of Maryland, according to the schedule adopted by the State 
Board of Education, or pass examinations equivalent to that. 



ACADEMIC COURSE. 

Adopted June, 1908. 
First Year. 

English — Composition and Rhetoric . 
History — Ancient and Medieval . 
Mathematics — Algebra ..... 

Science — Physical Geography 

Botany ...... 

Latin — First Latin Book (Completed) 

Caesar ....... 

Art — Drawing. Vocal Music. Elocution. Manual 
Training. Physical Training. Each one 
period a week .... 



Second Year. 

English — Composition and Rhetoric . 

Studies in English Literature with week- 
ly Essays. 
History — Modern History .... 

Mathematics — Plane and Solid Geometry . 

Book-Keeping (8 weeks). 
Science — Physics ...... 

Chemistry ...... 

Latin — Cicero ...... 

Virgil ....... 

Art — Drawing. Vocal Music. Elocution. Manual 
Training. Physical Training. Each one 
period a week. .... 



1st Term. 


2nd Term. 


3 


3 


3 


3 


5 


5 


5 






5 


5 






5 


5 


5 


26 


26 


1st Term. 


2nd Term. 



3 


3 


5 


5 


5 






5 


5 






5 


5 


5 


26 


26 



25 



NORMAL COURSE. 

Adopted Tune, 1908. 
Junior Year. 
Pedagogy— Art of Teaching 
Psychology 

Review of Elementary Studies: 
Grammar 
History 
Observation in Model School . 
English — History of English Literature 

Studies in English Literature with 
weekly Essays. 
History — Civil Government 
Science — Physiology, with Elementary Studies 

in Zoology 
Art — Drawing. Vocal Music. Elocution. Manual 
Training. Physical Training. Each 
one period a week. 



I St Term. 
5 



28 



Senior Year. 
Pedagogy — Psychology 

Principals of Teaching 
School Management and School Law 
History of Education 
Review of Elementary Studies : 
Geography 
Arithmetic 
Practice Teaching in Model School 
(Each member of the Class must 
teach 45 minutes daily for twenty 
weeks, to be followed by critique) 
Science — Nature Study 
History — Constitution of U. S. and of Maryland 

Maryland Teachers' Manual 
Art — Vocal Music. Elocution. Each one 
period a week 



1st Term. 
3 

5 
3 



23 



2nd Term. 



28 
2nd Term. 



ARTICLE X. 

MISCELLANEOUS. 

T. No pupil will be admitted to school under six years of age nor un- 
less properly vaccinated, free from contagious diseases and decently and 
comfortably clothed. 

2. The use of profane or unchaste language, the use of tobacco in any 
form, and the carrying of fire-arms or other dangerous weapons are 
strictly forbidden; and any pupil persistently violating this rule shall be 
suspended by the Teacher and the case shall at once be reported to the 
Board of District School Trustees for their action. 

.3. Parents or guardians will be required to replace or pay for all 



26 

books belonging to the County School Board retained, destroyed or lost 
by their children or wards ; they will also be held responsible and required 
to pay for all damages done by their children or wards to school houses, 
furniture, trees, fences, etc., belonging to the school. 

4. All messages sent by parents or guardians to Teachers, or by Teach- 
ers to parents or guardians, must be in writing. Charges and complaints 
against teachers must be made to the Trustees in writing. No verbal 
charges should be entertained by the Trustees. 

5. All white children between the ages of six and twenty-one years, re- 
siding on or near the dividing line of two coimties, have the right to at- 
tend the public school nearest to their place of residence, and should such 
nearest school be in another county than the one in which they reside, 
upon the same terms and subject to the same rules and regulations as 
other children attending said schools. In the absence of any joint pro- 
vision by the Boards of County School Commissioners of the respective 
counties for the maintenance of said schools, the Board of County School 
Commissioners of the county in which said children reside should pay to 
the Board of County School Commissioners in which said school is located, 
for each pupil so attending a school in an adjoining county, a sum equal 
to the average cost of each pupil in said school. 

6. In cases where the laws provide that scholars "shall be appointed 
by the Boards of County School Commissioners, by and with the advice 
and consent of the State Senator, in their respective counties and Sena- 
torial districts, after a competitive examination of the candidates for 
such appointments," the initiative is the function of the several Boards of 
County School Commissioners exclusively, the Senator only having the 
power either to approve or veto such appointment. 



27 



RULES FOR THE CARE AND DISTRIBUTION OF FREE TEXT 
BOOKS IN THE PUBLIC SCHOOLS OF MARYLAND. 



Recommended by the State Board of Education. 

1. The Secretary of each Board of County School Commissioners shall 
keep an account, in a book for that purpose, of all text-books purchased by 
the Board, and of all text-books furnished to the different schools in the 
several counties. 

2. Each Principal shall make out a requisition to the Secretary of the 
Board of County School Commissioners for the text-books needed and au- 
thorized for use in his school ; and in filling the same, the Secretary shall 
deliver such text-books to the order of the Principal. 

3. Each Principal sliall be held responsible for the proper care and re- 
turn of all text-books delivered to the school under his charge. 

4. The Principal of each school shall issue text-books for use of the 
several rooms therein, on the requisition of the teachers, and shall keep an 
account with each teacher of the text-books so issued. Teachers shall be 
held accountable for the care and proper use of all text-books issued to 
them by the Principal. Each teacher shall also keep an account with c^i 1 
pupil, in a book provided for that purpose, of the text-books in use 

5 Before text-books are delivered to pupils, labels shall be pasted '' 
each text-book, statmg the number, district and county of the school, anr 
the ownership of the text-book by the Board of County School Commi'^ 
sioners, with admonition for the proper care of the text-book, and eacl' 
text-book should be covered with "Holden's Perfect Book Cover," or ar 
equivalent, to be changed whenever necessary. The labels and book covert 
should be furnished by the County School Boards. 

6. Text-books may be taken home by the pupil, when, in the judgment 
of the teacher, it is necessary for study or preparation of lessons. 

7. All text-books in any school, not in use for the time being, shall be 
promptly returned to the teacher for safe keeping, and not allowed to lit 
about the room. 

8. Any pupil wilfully destroying or injuring a text-book, shall be re- 
quired to rep'ace, or pay for same, and may be deprived of the privileges 
of the school, until this requirement is complied with. 

9. In case of the resignation, withdrawal or removal of teachers, a 
report of the text-books and supplies on hand shall be made by them to 
the Principal, who shall make an examination to ascertain if all text-books 
are on hend, and in proper order, or if otherwise properly accounted for, 
and shall certify the same to the Secretary of the Board of County School 
Commissioners before the salary of the teachers for the last term preceding 
such resignation, withdrawal or removal, shall be paid. 

10. Ten days prior to the close of each term, a report on the proper 



28 

blanks shall be made to the Principal by each teacher of all text-books 
previously issued under the Free Text-Book Law, showing the number 
and condition of said text-books. After ascertaining the correctness there- 
of, the Principal shall, within ten days after the close of the term, make 
a like report to the Secretary of the Board of County School Commis- 
sioners, of all text-books issued during the term of the school of which 
he has charge, indicating any discrepancies that may exist in the account 
of any teacher. The Secretary shall withhold the last payment of the sal- 
ary of any teacher whose account is found to be incorrect, until the matter 
is adjusted to his satisfaction. 

11. Each Board of County School Commissioners, before the first day 
of October in each year, shall report to the State Board of Education the 
number of text-books issued to each school during the preceding year, 
with the number lost or destroyed, the number on hand and their condi- 
tion, and the amoimts received for fines for injuries to text-books, and for 
total destruction or loss of text-books ; and the title, the name of the 
publisher, and the net price paid for each text-book purchased — for publi 
cation in the Annual State School Report. 

12. All Principals shall be required to send to the office of the Secre- 
tary of the Board of County School Commissioners immediately upon the 
receipt of any text-books, a statement giving the quantities and condition 
thereof. Anj' text-books which are defective in any way, shall be at once 
set aside and not used. 



29 



NEW COURSE OF STUDY. 



FIRST YEAR GRADE. 



GROUP I.— LANGUAGE-LITERATURE. 
First Half Year. 

READING: Sight reading from blackboard or chart, based upon 
nursery' rhymes, literature, nature study, etc. Begin with words or easy 
sentences. Reading from at least two primers. Study of phonograms and 
word families. 

Second Half Year. 

Board reading continued. Reading from primers and easy lessons 
from a first leader; study of phonograms and word families continued; 
analysis and synthesis of words by sound. 

Suggestion to the Teacher: Aim at naturalness; secure from the start 
good articulation and correct pronunciation. Methods : Teach by the 
word, sentence and phonic methods. 

First H.a.lf Year. 

SPELLING : Copying words from slips and blackboard, naming of 
letters with word in sight. "Flash" method used in presentation. Phon- 
etic word lists emphasized. Printed word cards for drill in visualizing. 
Copy sentences. 

Second Half Year. 

Spell new words of reading lessons ; independent work in writing lists 
of words ; "flash" spelling continued ; a few dictated words, oral and writ- 
ten ; letter and printed word cards continued ; correlate with writing. 

First Half Year. 

LANGUAGE : Oral : — Conversations about things and persons fa- 
miliar to the child, reproduction of stories read or told by the teacher, 
personifications, narrations, descriptions. Written :— Child's name ; filling 
elliptical sentences ; copying sentences from the blackboard and chart. 

Second Half Year. 

Oral work continued. — Conversations about familiar things, telling ex- 
periences and observations ; care in choosing right words and in forming 
sentences ; plan exercises for enlarging vocabulary. 

Written : — All lessons in written language should be based upon oral 
language. Write name of school, town, mother, father, teacher ; simple 
descriptions or stories ; teach use of capitals, period, question mark ; copy- 
ing elliptical sentences. 

First Half Ye.ar. 

LITERATURE : Nursery rhymes, memory gems, short poems and 
songs memorized. Short stories and fables told in part. Repetition stories 
and stories told for pleasure. 

Second Half Year. 

Memory gems, short poems continued; longer stories retold in parts 
and as wholes. 



30 

First Half Year. 

WRITING: Writing in the air and at the blackboard for large 
muscle movement; writing on creases an inch or more apart; large writ- 
ing with large pencil or crayon. 

Second Half Year. 

Smaller pencils used. Emphasis on proportion of letters and forma- 
tion; write words from dictation; lessons on difficult combinations; atten- 
tion to movement, the holding of the pencil and form of letters ; correlate 
with spelling. 



GROUP II.— MATHEMATICS. 
First Half Year. 

ARITHMETIC : Exercises in counting and making comparisons ; 
counting by I's, 2's, to 20; combinations of numbers to 10; comparison oi 
objects to develop the idea of form. Measures — inch, foot, yard; pint, 
quart. Reading and writing of numbers to 50 ; oral problems involving 
addition and subtraction. Use terms one-half and one-fourth; comparison 
.jf blocks in size ; meaning of sphere and cube, surface and edge. 

Second Half Year. 

Roman numerals I to XII; all possible combinations of numbers to 
12; comparison of units and resulting ratios — 2:1 ;|; 3:1, ^; based upon 
many magnitudes of solids, areas of surfaces, length of lines. Measures — 
cent, nickel, dime, dollar, half dollar, quarter dollar; pound; dozen; frac- 
tions I, i, ^, ^, as parts of single objects, as parts of group of objects 
and through comparison; count by 2's, 5's, and 10' s to 100; drills in rapid 
addition of figures in columns, no sum to be greater than 12; rapid drills 
in subtraction; apply measurements in practical problems. 

Suggestion to the Teacher: In the fundamental operations and their 
processes teach at first with objects, afterward remove the objects and 
finally teach the figures and symbols. 



GROUP III.— SCIENCE. 
First Half Year. 

The work of the first two years is mainly nature study by direct ob- 
servation ; no text book is needed. Through oral lessons and in connection 
with the reading and language lessons the beginnings of physiology, botany 
and geography may be made. Talks on why we eat — compare foods of 
plants and animals; how we grow; teeth — number, kinds, use and care. 
Recognition of common plants and animals ; observation of flesh eating 
animals (dog, cat) for habits and adaptation of parts to habits. Pupils 
model and describe hills, valleys, ponds, brooks, islands, streets, roads, etc.. 
which are common in the school district ; directions (north, south, east 
and west) and distance of objects seen ; modelling in sand ; collect colored 
objects such as flowers and worsteds as an aid to the perception of form; 
simple conversational lessons about the sun, moon, stars, currents of air, 
smoke, dust, clouds; buds, birds, fruits; parts of plants — root, leaves, bark: 
parts of animals — head, neck, wings and legs. Uses of animals and t)lants 
to man ; animal productions. 

Second Half Year. 

Lessons in oral geography, nature study and physiology continued, as 



31 

language lessons ; observation of rocks, clay, sand, soil and their uses to 
man ; ditches, creeks and rivers, and their use for drainage ; cereals, fruits 
and vegetables common in the community; observe and name qualities as 
color, size, form, number, surface. Conversations about benefits of fresh 
air, sunshine, cleanliness, tidy dress, clean hands and faces. 



GROUP IV.— CONDUCT. 
First Half Year. 

The beginnings of biography, history and civics should be laid in the 
first year grade. These oral lessons to be given in connection with lan- 
guage lessons. Birthdays, school anniversaries ; home and school duties, 
respect for others, care of school property, obeying school rules, politeness, 
punctuality, truthfulness, etc., may become subjects of conversation and 
matters for daily practice. *Telling of stories about Old Testament char- 
acters. 

*To the Teacher : Avoid abstract teaching and moralizing. A good 
story of an ideal character should be told so that the moral may be easily 
seen without any attempt to apply it in a personal sense. The pupil may 
and will draw his own conclusions. 

Second Half Year. 

Old Testament stories continued ; stories from Mother Goose, fairy 
stories and fables ; concrete illustrations which will inculcate habits of 
gentleness, care for the weak; truthfulness, obedience, promptness; love 
for parents, teacher, playmates, and neighbors; kindness and protection to 
birds and dumb animals. 



GROUP v.— ART. 
First Half Year. 

VOCAL MUSIC: Breathing and phonic exercises; songs selected 
from standard books — daily exercises in singing. 

MANUAL TRAINING: Kindergarten occupations; drawing com- 
mon objects resemblirg models; paper folding. 

PHYSICAL TRAINING: Breathing and other simple exercises 
daily. Teacher should have as a desk book some approved work on phy- 
sical training and follow suggestions for all grades. 

Second Half Ye.^r. 

General exercises in music, physical training and construction work 
to be continued. Special attention to exercises which teach proper breath- 
ing: paper folding to be followed by cutting and pasting; use colored 
craycns — yellow, red. and blue — in drawing pictures, views, and patterns 
of models : illustration of simple stories by drawings. Modelling : hem- 
isphere, square prism, triangular prism. 

To the Teacher : Following the regular course of study presented 
herewith wi'l be found a curriculum for Manual Training Schools pre- 
pared Idv a committee of ^lanual Training Instructors and it has the ap- 
proval of the State Board of Education. Many suggestions may be found 
in it which will assist teachers in those schools where there is no manual 
training department to do much m this work. Supplement in whatever 
way is practicable the brief outline given in connection with each grade. 
It is realized that, beyond the second grade in the one-teacher schools, 
there wi'l not be time to undertake much of this work, but all teachers 
are urged to do at least something. 



32 



SECOND YEAR GRADE. 



GROUP I— LANGUAGE-LITERATURE. 
First Half Year. 

READING : Blackboard and chart reading continued ; sight reading 
from printed slips and primer ; more difficult lessons from first readers ; 
phonetic work continued ; more difficult phonograms ; long and short 
vowels ; simple selections from books other than basal reader. 

Second Half Year. 

First readers completed — at least two ; easy lessons from a second 
reader; difficult phonograms; phonetic work continued; easy lessons for 
supplementary and sight reading continued; analysis and synthesis of 
words. 

First Half Year. 

SPELLING: Spelling of all new words of reading lessons; "flash" 
work continued ; words dictated for oral and written spelling ; division 
of words into syllables and careful drills on syllables ; parts of reading 
lesson written on tablet; visualizing of words. 

Second Half Year. 

Spelling of all new words of reading lessons continued; dictionary 
making and spelling books containing phonetic words, word collections, 
words commonly misspelled, unusual words ; letter cards continued ; writ- 
ten reproduction of sentences and paragraphs dictated from the reading 
lessons. 

First Half Year. 

LANGUAGE: Oral — Directed (and also free) conversation, descrip- 
tion, narration about objects, pictures, games, and construction work; re- 
production of stories and reading lessons ; common abbreviations and use of 
capitals, colon, interrogation point ; exercises for enlargement of stock of 
words ; attention to correct speaking and systematic thinking — for both 
oral and written work; filling in elliptical sentences. 

Second Half Year. 

Oral — Work of preceding half year continued ; summaries of lessons ; 
descriptions of objects; reproductions. . 

Written — Write simple records of observation; filling elliptical sen- 
tences ; simple compositions written under guidance of teacher ; written 
answers to questions ; punctuation marks ; use of titles "Mr. and Mrs ;" 
correct use of I, me, he, him, she, her, we, us, they, them, is. are, was, 
were, saw, seen, did, done, sat, set, lie, lay, write, wrote; making ques- 
tions ; writing sentences ; independent story. 

First Half Year. 

LITERATURE : Suitable stories ; short poems ; memory gems and 
songs adapted to the interest and capacity of second year grade pupils ; 
stories for re-telling and for dramatization. 

Second Half Year. 

Memory gems continued ; stories for pleasure ; stories for dramatiza- 
tion continued; emphasis on lessons in which ideals are pictured. 



33 



For Entire Year. 



WRITING: Continue drill on difficult combinations; special em- 
phasis on capital letters ; attention to position, holding of pencil or pen, 
movement ; copying and writing from dictation ; copy book No. I may be 
used in second half year. 



GROUP IL— MATHEMATICS. 

First Hale Year. 

ARITHMETIC: Review of first year grade work; reading and writ- 
ing numbers to 500 ; brief counting exercises daily to lay the foundation 
for the addition and multiplication tables through 5's ; Roman numerals 
XII to XX; familiar measures through use; subtraction — inverse of ad- 
dition ; measurements — second, minute, hour, day, week, month, year ; inch, 
foot, yard ; pint, quart, gallon ; read time by clock ; all combinations to 
50; fractions — Yi, %, %, Vs, Ve, shown by folding, cutting and drawing, 
etc. ; rapid drill work in addition and subtraction ; original problems made. 

Second Half Year. 

The 45 number combinations J to | in addition and subtraction; 
writing numbers to 1000; idea of square inch developed and simple mea- 
surement of surfaces by square inch tablets — simple idea of volume; the 
fundamental operations with emphasis on addition and subtraction (carry- 
mg and borrowing) ; fractions continued ; problems related to the needs 
and interests of the pupils ; first five lines of the multiplication tables de- 
veloped, memorized and applied; operations in division with divisors not 
greater than 5 ; measurements reviewed ; fractions continued ; frequent 
drills for accuracy and rapidity. 



GROUP HI.— SCIENCE. 
First Hale Year. 

Beginnings in Geographj'', Nature Studj', Botany, etc., which should 
be taught in connection with the Reading and Language lessons : Note 
seasons as they pass with reference to moisture, temperature and vegeta- 
tion ; observe autumn fruits, flowers, leaves ; lessons on common articles 
such as sugar, cotton, cofiFee, tea, wool, salt ; snow, ice, rain ; potatoes, 
buckwheat, butter, eggs ; mountains, rocks, stones, lime ; the skin, blood, 
ear, nose, eye; the English sparrow, robin, marten, lark, rabbit; soils, vege- 
tables, grains. 

Second Half Year. 

Direction and distance applied to familiar bodies of land and water ; 
teach a scale one inch to the foot then draw the top of the desk and other 
surfaces to this scale — then increase scale one inch to the rod, measure 
and draw the school lot to this scale, etc. ; simple talks on the globe and 
the map of North America ; continue lessons on roads, streets, towns, rail- 
roads, steamboats, occupations, factories, stores. Conversational lessons 
on the seasons, day and night; water — its flow, the shape and use of drops; 
animals such as cow. horse, squirrel, rabbit, woodchuck, noting similarities 
and differences ; plants — germinat'on of seeds — bean, pea. corn, etc. ; in- 
sects — butterflies and other moths, grasshopper, ant, bee; body and health 
stories on drinking water, beverages, stagnant ponds, proper exercise, bed- 
ro(<m, tobacco, chewing gum, bathing, etc. 



34 

GROUP IV.— CONDUCT. 

The Entire Year. 

Continue concrete teaching which will affect favorably the conduct 
and habits of pupils ; let them see the necessity of laws and why they 
should be obeyed ; the common duties they owe the family, the school, the 
community, the State and the nation should be emphasized from now and 
on through the succeeding grades ; simple lessons in civics may begin in 
this grade which will by easy transition lead on to the more important 
facts of government ; stories of home environment and industries ; Bible 
stories including those about Jacob and Joseph, Joseph and his brethren, 
Moses, Ruth and Naomi, Jonathan and David ; fables and myths. 



GROUP v.— ART. 

For Entire Year. 

Daily exercises in singing continued ; drawing from nature simple 
grasses and flowers, memory drawing; clay modelling — cone, square, pyra- 
mids, and vase forms ; study of pictures for story ; cutting and making de- 
signs of colored paper ; study solids and build with them so as to form 
(i) single typical objects, (2) churches, etc., which may afterward furnish 
models for drawing; use colored crayon for drawing trees, fruits, vege- 
tables, landscapes; continue exercises in physical training. 



35 

THIRD YEAR GRADE. 



GROUP I.— LANGUAGE-LITERATURE. 
First Half Year. 

READING : Daily reading from at least one basal second reader 
and several supplemehtary books, adapted to the interest and capacity of 
pupils of this grade, in connection with nature study, geography, literature 
and biography ; frequent practice in sight reading ; continue drills to secure 
distinct articulation, correct pronunciation and natural expression ; word 
study — new words presented from the blackboard and lists of nouns, 
verbs, adverbs, phrases, synonyms, comparisons and definitions taught as 
seat work; silent study — lesson studied intensively guided by teacher; 
mental picturing of scenes and telling of stories to get a clear idea and 
meaning of them. 

Second Half Year. 

Second readers completed and easy lessons from a third reader; con- 
tinue readmg supplementary books of first half year ; let word study lead 
to clear enunciation and pronunciation, and intensive silent study to cor- 
rect expression; work for sympathy with subject matter and enjoyment 
of story rhythm or melody ; have pupils read to other classes as motive 
for good expression ; supplementary reading for information and to test 
child's skill. To the Teacher: Objects aimed at in this grade as well as 
the preceding one in the matter of reading are (i) to gather thought from 
the printed page, (2) mastery of the thought — its truth, beauty and pur- 
pose — and (3) a natural expression of the thought. The mind must dwell 
upon the thought until its force is understood and felt. Study the sug- 
gestions to the teacher, introduction and rules for reading, as given in the 
basal reader. 

First Half Year. ' 

LANGUAGE : Oral — Re-telling of stories and myths ; descriptions 
of games, nature work, hand work and pictures ; develop a lesson and by 
careful questioning get complete answers from class — connect these into 
one oral story; oral reproductions of reading lessons. 

Written — Base written work on previous oral discussions ; have oral 
class story written on the blackboard with emphasis on certain points for 
pupils to copy, or story may be erased before it is written ; correcting mis- 
takes ; changing of statements into questions and vice versa; much prac- 
tice in sentences as to choice of words ; word study — correct use of such 
words as teach and leant, guess and think, sit and set, a and an, this and 
that, these and those. 

Second Half Year. 

Oral — Description of trips and reports on excursions made to indus- 
trial plants and other places of interest; narration of legends and historical 
tales; sand table lessons, drawings and especially hand work as material 
for descriptive language for accuracy; summaries of lessons as basis for 
oral work ; reviews for absent pupils ; dramatizations continued. 

Written — Letter writing to other schools ; much practice in writing 
simple narratives and descriptions; compositions on seasons, special oc- 
casions, etc.; sentences and exercises for children to judge correct form; 
original imaginative stories ; language forms — review capitals, period, com- 
ma, possessive, abbreviations, etc., formerly studied ; word study — correct 
use of real, awftd and very, carry, bring and fetch, in and into; correct 
use of there is and there were, etc. 



36 

First Half Ybar. 

SPELLING: Daily written lists of words from reading lessons, 
biography and history stories, supplementary reading books on nature 
study, geography, literature ; special attention to correct words and forms ; 
phonic lists ; words of similar endings ; lists from text book — syllabica- 
tion. The periods for spelling for the week may be well arranged as fol- 
lows : (l) a lesson in "flash" spelling (preparation), (2) an oral lesson, 
(3 and 4) written lists of dictated words, and (5) a written verse or para- 
graph from dictation; dictionary making continued through grade. 

Second Half Year. 

Exercises of first half year continued ; spelling all new words of 
basal readers and supplementary reading books ; lists of misspelled words 
of former lessons reviewed ; tests, diacritical marks observed. 

To the Teacher : i. If desirable a spelling book may be introduced the 
second half year. 2. Require, frequently, the words of the lesson to be 
pronounced promptly by the class with open book before the lesson is 
studied or recited. 3. Plan to give an enlarged meaning to words by dic- 
tating sentences containing the word — thus, for the word glade, the teacher 
will dictate— "The opening in the wood was without trees — a pretty 
glade." 4. Word analysis of simple English derivatives should be begun ; 
as, er — one who or that which — skat-^r, skater — one who skates. In 
same way teach some of the prefixes; as, un — not, etc. (One exercise a 
week). 5. Keep ever in mind that spelling is a form study. It appeals to 
the eye. The pupil must see that the letters are properly arranged. The 
pupil must be taught to bring the word before the mind's eye and look 
at it. This habit of looking at a word thoughtfully and fixedly until it is 
written indelibly in the mind must be formed in order to become a good 
speller. Ear training is also an element which enters into the spelling 
exercise and shovild be encouraged by occasional oral spelling. 6. Each 
pupil of this and following grades should be supplied with a specially 
prepared spelling blank for written lessons. 

First Hale Year. 

LITERATURE : Fables told and dramatized ; memory gems con- 
tinued — one quotation each week ; classic m3'ths. Poems, as : For Sept. — 
"September," by Helen Hunt Jackson; Oct. — "October's Bright Blue 
Weather," "October's Party ;" Nov. — "How the leaves came down" — Hia- 
watha ; Dec. — "The Little Fir Trees ;" Jan. — "A wonderful weaver," by 
George Cooper. 

Second Half Year. 

Memory gems continued ; historical stories — American, Greek and 
other hero stories ; poems — "The Children's Hour," by Longfellow, for 
February; "The Wind," by Stevenson, for March; "The Story of the 
Wood," by Stanton, for April; "The Tree," by Bjoirson, for May; "The 
Rainbow Fairies," by Hadley, for June. 

To the Teacher : The literature work is so closely related to the 
reading and language lessons that it may be given in connection with such 
lessons. The poems named for the month are merely suggestive ; others 
equally as good may be used. 

The Entire Year. 

WRITING: Much drill on correct forms of letters, movement, etc.; 
the pupil should know how to write by completion of the third year grade 
so that the work in the subsequent grades may be much practice; legibility 
produced by rapid easy movements is the thing to keep in mind ; daily ex- 
ercises in copy books Nos. I and II. 



37 

GROUP II.— MATHEMATICS. 
First Half Ye.vr. 

ARITH]METIC: Reading and writing numbers to 5000; Roman 
numerals to XXX ; the 45 number combinations in addition and subtrac- 
tion to be taught during the school year; combinations extended ^^, ^f, 
^2< etc. ; multiphcation tables to 8 times 12; fundamental operations with 
emphasis on multiplication and division; multipliers and divisors limited 
to two orders ; fractional parts of numbers — even and odd ; original prob- 
lems with full and correct statement of each problem; comparison of sur- 
faces of cubes and prisms with surface of inch cube; addition and subtrac- 
tion of dollars and cents. 

Second Half Year. 

Reading and writing numbers to 10,000 ; Roman numerals to L ; mul- 
tiplication tables to 12 times 12 ; multiplication and division continued ; 
equivalent fractions, simple reduction, as f =:i, §;=i. and simple addition 
and subtraction; easy problems involving weights and measures; surface 
measurements continued; teach forms of merchants' bills; buy common ar- 
ticles and compute the cost; divide integers by fractions by reducmg to 
same unit, as "6 days is how many times f of a day?" 

To the Teacher : New topics or new processes in the primary grades 
should be taught orally, usually with objects; concrete problems should 
follow, touching the pupils' experiences and interests. An abstract prob- 
lem is useful for drill if the pupil can give a "number story" to fit it. By 
the end of this year grade there should come mastery of addition, sub- 
traction, multiplication, division and partition to 100 and simple measure- 
ment of perimeters and areas. Every lesson should include oral exercises 
to give rapidity and accuracy. In teaching oral or mental arithmetic in 
ihis and in the other grades to and including the sixth year grade the pupil 
should have a text book on the subject. In every school-room where arith- 
metic in the primary grades is taught there should be a tape line, half- 
dozen foot rules and yard stick, graded measures for articles under "dry" 
and "liquid" tables, 200 inch-squares of cardboard, box of No. 8 rubber 
bands and 2000 wood toothpicks bundled into tens and hundreds. 



GROUP III.— SCIENCE. 
First Half Year. 

NATURE STUDY : Continue observation and study of trees, birds, 
animals, fowls, grains, grasses, fruits, vegetables, soil, minerals, rocks 
common to the neighborhood ; collect specimens for the school cabinet ; 
atmosphere — clouds, temperature (using thermometer), winds and why 
they blow: plants — annuals producing seeds only; biennials — storing 
nourishment, etc. 

Secoxu Half Year. 

Continue study of first half year's work, making it more comprehen- 
sive: especial attention to uses of trees, arimals and plants; soil forma- 
tion and simple conversational talks on agriculture. 

First Half Year. 

ORAL GEOGRAPHY : Lessons on natural divisions of land and 
water; right and left bank of creek and river; draw maps of school- 
ground, election district and county after becoming familiar with the map 



38 

of the county; lessons from globe on general features of land and water 
surfaces; general facts of climate, productions, people, countries and cities ; 
model in sand or crayon islands, promontories, peninsulas, volcanoes ; take 
class on real and imaginative trips ; collect and observe geographical pic- 
tures. 

Si;coND Half Year. 

Continue lessons from the globe ; lessons on maps of the hemispheres 
and North America ; continue much of the previous half year's work, mak- 
ing it more comprehensive ; number and names of counties in the State ; 
locate on the State map the coal, lumber, agricultural, tobacco, granite 
districts ; land and water productions ; easy lessons from an elementary 
text. 

To the Teacher : The work of preceding grades is meant to encourage 
observation, especially of nature ; but in this year grade it should stimulate 
both observation and imagination. The pupil should also gain much in- 
formation that the step to a text book may be an easy one. The school- 
room should be supplied with a modelling board, globe, county, State maps 
and others where the unit is larger. 

First Half Year. 

ORAL PHYSIOLOGY: Childhood— (i) a child's helpless condition, 
(2) who cared for him and preserved his health, (3) dangers to which 
body is exposed, (4) general care of the bod}^ — feeding, bathing, clothing; 
Our Bodies (i) what they do — think, talk, move, rest, sleep, eat, drink, 
breathe; parts — head, crown, back, sides, hair, ears, face (forehead, tem- 
ples, cheeks, chin, eyes, brows, lids, lashes, nose, mouth, lips) ; lessons 
continued on how to eat, care of eyes and teeth, cleanliness in dress and 
person; sitting, standing and walking properly; ventilation of bedroom and 
school-room ; healthful exercises. 

Second Hale Year. 

Our Bodies (continued): Divisions — head, trunk, limbs: (i) Head 
— a bony box called the skull; locate brain, the seat of thought; (2) 
Trunk — chest and abdomen. Give simple description of chest — its posi- 
tion, how it is made and the organs it contains, observe general action and 
use of organs and their proper care; (3) Limbs — formation of bones and 
joints; action of muscles; stimulants and narcotics and their effects; en- 
large on hygienic lessons of first half year. 



GROUP IV.— CONDUCT. 
First Hale Year. 

BIOGRAPHY AND MYTHS : Classical myths ; story of the Indians, 
Columbus, Washington, Lord Baltimore (first). Independence day, Capt. 
John Smith, Pocahontas ; stories in simple form of Egypt, Assyria, Judea 
and Babylon. 

Second Hale Year. 

Classical myths continued ; sketches and stories of the great men who 
were contemporaries of Columbus, Washington and the first Lord Balti- 
more ; collect pictures for school room of all great personages whose bi- 
ographies have been discussed ; biographical stories of Leonard Calvert, 
Henrietta Maria, William Claiborne, Capt. Richard Ingle, William Stone, 
Charles Calvert, Sir Robert Eden, Charles Carroll of CarroUton, William 
Paca, Samuel Chase, Thomas Johnson, William Smal'.wood, Mordecai Gist, 
John Eager Howard, Francis Scott Key, Edgar Allan Poe, Roger B. Taney. 

% 



39 

First Half Year. 

MORALS AND CIVICS : Concrete and illustrative teaching which 
will help to inculcate right habits — see White's "School Management" for 
suggestions ; continue study of Old Testament characters and stories. The 
"beginnings" of civil government to be continued; discuss (i) the govern- 
ment of the family and reasons for it ; school government and reasons for 
it ; names and duties of the town's officers. 

Second Hale Year. 

Concrete moral instruction as suggested in first half year continued 
and enlarged ; study the lives of a few eminent men whose names are borne 
by the counties and cities of Maryland; continue study of town and county 
government, including duties of the various county officials ; pupils commit 
"America" and a few other patriotic songs. 

To the Teacher : This work should be correlated with that of geogra- 
phy. 



GROUP v.— ART. 

The Entire Year. 

VOCAL MUSIC: Daily exercises in rote songs with an occasional 
exercise for instruction following suggestions contained in song book. 

DRAWING AND CONSTRUCTION WORK: Drawing from ob- 
jects and designs; (l) teach type forms from that already taught; (2) 
spheroids and similar forms — using eggs and curves applied to graceful 
forms of vases, solid rings, etc.; (3) compound curves — curves applied to 
forms from nature ; color — review the six positives of the spectrum and 
arrange the twelve intermediate hues with reference to the six positives, 
grouping each positive with its two hues ; botanical drawing — continue the 
drawing of leaf and flower — base, apex, margin. Paper folding to represent 
angles and plane figures — triangle, square, circle, etc. ; greater accuracy 
required in clay modelling ; cutting and pasting continued. 

Physical Training exercises continued. 



40 



FOURTH YEAR GRADE. 



GROUP I.— LANGUAGE-LITERATURE. 

First Half Year. 

READING: Lessons from basal Third readers; reading from library 
books related to subjects of the grade; sight reading; read stories brought 
from home — also language stories ; silent stud}' for more intensive thinking 
and skillful picturing of events ; special attention to emphasis of words 
and phrases; word study continued — -difficult words presented from the 
blackboard; accent, emphasis and inflection are prominent topics in this 
grade. 

Second Hale Year. 

Lessons from a Fourth reader and supplementary books adapted to 
the grade work; word study — including lists of words from previous half 
year; especial attention to synonyms and definitions, to which add more 
rapid visualization of lists; diacritical marks; one pupil read for entire 
class; sight reading exercises; oral reproduction of lessons and stories. 

First Hale Year. 

SPELLING: Daily lessons from a modern spelling book; all new 
words of reading and other lessons taught; continue phonic work; mastery 
of diacritical marks ; analysis and synthesis of words ; definitions of new 
words and use of "dictionaries" made by pupils through entire year. 

Second Half Year. 

Review lists (weekly) of former half year and also third year grade 
work; incidental spelling and tests for skill and accuracy through lan- 
guage; definitions of new words; analysis and synthesis of words continued; 
daily lessons from spelling book. 

To the Teacher : Observe suggestions made for Third year grade. See 
that pupils can use in sentences all new words. 

First Half- Year. 

LANGUAGE : Oral — one story a month for oral reproduction ; weekly 
i-eports of industrial occupations made by some members of the class ; 
daily summaries of lessons ; frequent reviews and tests for absent pupils ; 
pictures for descriptions . 

Written : An occasional class story from blackboard ; monthly repro- 
duction of studied story; an occasional table written from memory; copy 
and dictation work ; lessons from an elementary language text book. 

Second Half Year. 

Oral : Happenings at home, observation of birds, nests, trees, grow- 
ing trees, plants, etc., reported weekly ; work for impression, and expression 
will follow; monthly dramatizations for interest, freedom aiid quantity of 
language: — use history and literature as a basis; emphasis on clearness and 
conciseness of expression. 

Written : Compositions based on the oral nature study, history or 
literature; real and imaginative journeys; original stories ■ letters to other 
classes or business firms vv'ith requests; summaries of monthly topics; short 
original poems. 

Language forms: Review nouns, verbs, adverbs, adjectives; teach 
quotation marks, paragraphs, indentations, margins, combinations of sen- 



41 

tences, possessive, contractions, singular and pliu-al forms, abbreviations; 
continue lessons of text book as a summary and exercise to teach variety 
of expression, choice of ivords, comparisons and exactness. 

First Half Year. 

LITERATURE: Suggested references— Mythland, Classic myths, 
Xorse stories, Lovejoy's nature in verse. Fifty famous stories, Old stories 
of the East, Robin Hood stories. 

Poems (one each month) : Sept.. "The Sandpiper" — Thaxter; Oct., 
"Fringed Gentian" — Bryant; Nov., "The Woodfire" — Stanton; Dec, "Every- 
where Christmas To-night" — Brooks ; Jan., "The First Snowfall" — Lowell. 

Stories (one each month) : Sept.. "The Miraculous Pitcher" — Haw- 
thorne; Oct., "Nature Myths"; Nov., Pilgrim stories; Dec, "The Match 
Girl" — Andersen ; Jan., Story of Joseph 

Second Half Year. 

Poems (continued): Feb., "Bell of Atri" — Longfellow; Mar., "A 
Laughing Chorus or Wild Geese" — Thaxter ; Apr., "Rhoecus" — Lowell ; 
Maj', "The Fountain" — Lowell ; June, "June Days" — Lowell. 

Stories (continued): Feb., "Pioneer stories"; March. "Hero stories"; 
April, "Vulcan, the Smith" ; May, "Seven Little Sisters" ; June, "Robin 
Hood stories." 

To the Teacher : Possibly more work in literature has been outlined 
than some teachers (with several grades) can accomplish. Much of the 
work may be given in connection with reading and language lessons. It is 
not meant to recommend any special books for the literature work, as Coun- 
ty School Boards have the right to prescribe what books should be used. 
Any excellent book en myths derived from nature, stories of the Pilgrims, 
stories of the early explorers and settlers, legendary and true stories of 
heroes, stories of child life in different lands, stories of Robin Hood, etc., 
may be used instead of particular book named, which is merely suggestive 
of the character of reading to be done. 

The Entire Year. 

WRITING. Daily exercises in copy books suitable to the grade of 
the pupil. Follow printed instructions of book. 



GROUP II.— MATHEMATICS. 
First Half Year. 

ARITHMETIC: Frequent lessons in mental arithmetic; reading and 
writing numbers to 1.000,000; Roman numerals completed; frequent drills 
in fundamental operations for accuracy and rapidity; addition and sub- 
traction of fractions and mixed numbers ; fractions to twelfths and deci- 
mals to thousandths ; lessons from a text book on written arithmetic. 

Second Half Year. 

Continue mental exercises daily; multiplicat'on and division of fractions 
hy integers; easy prob'ems in mensuration; common divisors and common 
multiples ; cancellation : percentage introduced ; denominate number tables 
with practical applications ; measurements : surfaces — cube, rectangular 
prism, square pyramid: volume — cube, rectangular prism; problems from 
text book. Special attention to form and statement in written work. 



42 

GROUP III.— SCIENCE. 
First Half Year. 

NATURE STUDY : Discuss wind belts, rain belts ; why moisture is 
dew, fog, rain, hail, snow ; what frost is and how dew falls ; why we 
sometimes see the breath, why the tumbler sweats and other phenomena 
based upon the same principle. In all this work dwell upon the use to man. 

GEOGRAPHY: Sand or clay modelling and map drawing continued; 
daily lessons from an elementary text on the subject, including land and 
v/ater surface features, general facts of climate, productions, peoples and 
countries, real excursions continued through the entire year. 

ORAL PHYSIOLOGY AND HYGIENE: Review rapidly topics of 
preceding grade ; teach general outline of the location and character of the 
brain and nerves, general outline of digestion and its processes; explain 
the heart and give a general outline of the circulation; note use of all ex- 
ternal parts of the eye ; teach how hearing is impaired and tell how we get 
knowledge through the special senses ; teach effects of condiments and 
how peppery substances, alcohol and tobacco impair delicacy of taste, and 
their other effects. 

Second Hale Year. 

NATURE STUDY: Birds :— parts— head, body, wings and legs; 
nests — kinds and places; food — manner of procuring; birds of prey, climb- 
ers, scratchers, waders, swimmers and divers. Plants : seeds — shape, how 
distributed, etc. ; flowers — season, form, parts ; lessons about farming. 

GEOGRAPHY : Daily lessons from text ; study of relief maps and 
map drawing. 

ORAL PHYSIOLOGY AND HYGIENE: Discuss functions of the 
lungs and diaphragm — movements and purposes of respiration and neces- 
sity for fresh air; lessons continued on the eye and ear, giving directions 
for their care ; teach the care of nose and importance of breathing with the 
mouth closed ; more extended instruction on the effects of alcohol and 
narcotics; importance of strong body and how to promote its healthful 
growth. 



GROUP IV.— CONDUCT. 

First Half Year. 

BIOGRAPHY AND HISTORY: Review stories and sketches of pre- 
vious year ; pioneers in Maryland and surrounding States ; biographical 
sketches of John Cabot, Sir Walter Raleigh, John Carver, Peter Stuyve- 
sant, William Penn, Benjamin Franklin, Daniel Boone, Samuel Adams; 
Maryland history stones. 

Second Hale Year. 

Biographical lessons continued — Henry Hudson, Miles Standish, 
Lafayette, Alexander Hamilton, Thomas Jefferson, Dolly Madison, Henry 
Clay, Andrew Jackson, Daniel Webster, Nathaniel Hawthorne, James 
Russell Lowell, Henry Longfellow, Abraham Lincoln; continue Maryland 
history stories ; easy lessons from an elementary text book. 

First Half Year. 
CIVICS : Discuss the institutional life — the family, church, school, 
society, etc. — as seen around the pupils ; enlarge on talks of town, county 
and State governments ; the President of the United States, the Governor 
of the State; maintenance of roads and schools. 
Second Half Year. 
Continue talks on topics of first half year ; how officers are chosen — 
laws pertaining to voting ; patriotic songs and poems ; mail, telegraph and 
telephone. 



43 

GROUP v.— ART. 
The Entire Year. 

VOCAL MUSIC: Daily exercises in singing; continue occasional 
instruction in rudiments of music. 

MANUAL TRAINING: Cardboard construction work, including geo- 
metric forms of type solids — and for other models follow the graded series 
of a good manual on the subject. Drawing: — continue drawing from ob- 
jects (spherical forms), botanical and pictorial drawing; continue color 
study — use of floral elements in borders or surface patterns in colors ; use 
drawing book. 

PHYSICAL TRAINING: Note suggestion for primary grades. 



44 



FIFTH YEAR GRADE. 



GROUP I— LANGUAGE-LITERATURE. 

First Hal? Year. 

READING-LITERATURE: Fourth reader completed; supplemen- 
tary reading in touch with grade subjects; heroic mj^ths continued, as "The 
King of the Golden River"; Hawthorne's "Wonder Book"; ballads and 
traditional stories, as The Ballads of Robin Hood ; stories of chivalry — 
begin with Arthur and his Round-Table Knights, the Stories of 
Roland; historical stories and poems — Stories of American Explorers, 
stories of our country. 

Second Half Year. 

Suitable selections from one or more class readers; historical stories 
and poems continued — "Greek myths," selections from "Hiawatha," "Bird? 
of Killingworth," "Courtship of Miles Standish;" poems in season; mem- 
orizing of poems and excerpts from poems. 

First Half Year. 

SPELLING : One lesson each day from text book ; begin use of dic- 
tionary for meaning and use of words ; lists of words and their definitions 
from other lessons ; diacritical marks. 

To the Teacher : Let use of dictionarj^ be confined to references to 
a large volume, as use of the small dictionaries gives too limited meaning 
to words. 

Second Half Year. 

Continue lessons from the text book; dictation exercises, paying at- 
tention to form, spelling and punctuation ; occasionally writing of a part 
of a poem or selection from memory; special attention to proper names; 
oral spelling tests occasionally; spell all new words in geography and his- 
tory lessons. 

First Half Year. 

LANGUAGE: Continue oral language work, giving much drill in re- 
production of narrative and descriptive stories ; use material from lessons 
in geography, history and literature for language training; pupils to use a 
language text book as a guide ; teach the business forms for ordinary re- 
ceipted bills, receipts for money and promissory notes ; distinguish between 
the uses of the following : bad. evil, ill ; couple, several, few ; faded, wither- 
ed ; little, small; fresh, new; funny, strange; cunning, tiny; bad, badly, 
etc.; classification of words under "parts of speech." 

Second Half Year. 

Lessons from the language text ; exercises in paragraphing ; original 
composition work; various terms of technical grammar; adverbs and ad- 
jectives as modifiers; object of each distinguished; objective case recog- 
nized ; develop idea of case; nouns, pronouns, distinguished and classed; 
recognition of metaphors, comparisons, similes and personifications. 

The Entire Year. 
WRITING: Daily exercises, using copy book suitable to grade. 



45 

GROUP II.— MATHEMATICS. 
First Half Year. 

ARITHMETIC: Daily lesson from text book — rapid review of fac- 
toring, cancellation, greatest common divisor and least common multiple, 
as necessary to the intensive study of fractions, which is the chief work of 
this year grade — more especial y of the first half year; frequent drills in 
mental arithmetic; denominate number tables with frequent drills in appli- 
cations; measurements — surface of parallelogram, circle, cone and cylinder. 

Second Half Year. 

Common fractions completed ; decimals — addition and subtraction, 
multiplication and division; changing common fractions to decimals; per 
cents equivalent to fractions and decimals ; denominate number tables with 
practical applications continued; measurements continued; bills and re- 
ceipts ; mental arithmetic. 



GROUP III.— SCIENCE. 

First Hale Year. 

NATURE STUDY : In the study of plants and animals give more 
attention to types and comparative study; animals — those that store food 
and those that do not ; coverings of animals — value of wool, fur, skins and 
shells in commercial life; elementary lessons on agriculture. 

GEOGRAPHY: Lessons from an elementary text book. 

PHYSIOLOGY AND HYGIENE: Lessons from an easy text book 
which treats of alcoholic drinks and narcotics and their effects on the 
human body (as required by State law). 

Second Half Year. 

NATURE STUDY: Plants— buds, leaves, flowers, with talks on 
position, arrangement, size, form, color ; insects — the house fly, the honey 
bee, etc . and their habits ; elements of agriculture. 

GEOGRAPHY : Elementary text book completed. 

To the Teacher : Do not let the text book divert the pupils' attention 
from the central thought of geography study — the earth as a habitation for 
man. Pay special attention to the following: (i) map drawing; (2) coast 
lines — (a) advantages to man and (b) disadvantages to man; (3) drain- 
age — Atlantic and Pacific systems; (4) man's struggle (a) for subsistence 
(food, shelter, clothing, fuel) and (b) for transportation (ships, steam- 
boats, bridges, tunnels, railways; (5) man's reward (the home, travel, 
education, commerce, cities, society). 

PHYSIOLOGY: Lessons from text book of preceding half year. 



GROUP IV.— CONDUCT. 
First Half Year. 

HISTORY AND BIOGRAPHY: Daily lessons from an elementary 
history of the Ljiitcd States with special emphasis on historical narratives; 
explorations and discoveries ; early colonies of North Amenca, and dif- 
ference in people who settled them ; early Indian wars and life in colonial 
times ; Marvland history stories continued, etc. 

CIVICS: Review topics of previous year; study county and State 
school systems ; qualifications of voters. 



46 

Second Half Year. 

HISTORY AND BIOGRAPHY: Continue lessons from text book; 
continue study of the colonies and note this division: (i) southern col- 
onies — Virginia, the Carolinas and Georgia; (2) The New England col- 
onies — Massachusetts, New Hampshire, Connecticut and Rhode Island; 
(3) The Middle colonies — New York, New Jersey, Pennsylvania, Delaware 
and Maryland. Stories from Grecian history, and Maryland history stories. 

CIVICS : Study departments of government (legislative, executive 
and judiciary) ; discuss how laws are passed; branches of the State govern- 
ment; taxation and what becomes of the money; courts, judges and jurors, 
etc.; collect reports of State officers. 



GROUP v.— ART. 

The Entire Year. 

VOCAL, MUSICAL AND PHYSICAL CULTURE: Note sugges- 
tions in preceding grades. Teacher should have a good text on each of 
these general exercises for guidance and as a source of material adapted 
to each grade work. 

MANUAL TRAINING: Cardboard construction work continued. 
Analysis of leaves and flowers for color schemes; original designing; 
object study; drawing in any medium of plants and common objects. 



47 



SIXTH YEAR GRADE. 



GROUP I.— LANGUAGE-LITERATURE. 
First Half Year. 

READING-LITERATURE: Lessons from a Fifth reader; supp'.e- 
mentary reading books in keeping with the subjects of the grade; reading 
by sight for thought and expression; suggested — "Hiawatha" (whole 
poem), "Rip Van Winkle," Longfellow's "Building of the Ship" and 
"Robert of Sicily," Hawthorne's "Snow Image" and "Great Stone Face," 
"Story of William Tell." 

Second Half Year. 

Lessons from Fifth reader continued and also supplementary books 
as suggested in first half year work ; reading of poems and memorizing of 
a few entire poems; stories of Roman history; other selections, as "Paul 
Revere's Ride," "Grandmother's Story of Bunker Hill," "Lord UlHn's 
Daughter," Tennyson's "The Brook ;" poems suitable to class work in other 
studies. 

First Half Year. 

SPELLING: Complete the lessons of the spelling book; continue use 
of dictionary ; df ills in diacritical marks ; lists of words gained from other 
subjects of the class or grade. 

Second Half Year. 

A daily lesson from a modern text book on etymology; reviews of dif- 
ficult words of preceding half year. 

First Half Year. 

LANGUAGE AND GRAMMAR: Continue oral and written language 
work of preceding grade; lessons from a text book on grammar; original 
compositions. 

Second Half Year. 

Lessons from text book continued ; in composition develop three para- 
graph form with the idea of a beginning, middle and end construction; 
continue original compositions. 

The Entire Year. 

WRITING: Daily exercise in copy books adapted to the grade; much 
attention to position and movement; much practice work to secure the 
muscular or forearm movement. 



GROUP II.— MATHEMATICS. 
First Half Year. 

ARITHMETIC: Rapid review of leading topics of previous grade; 
denominate numbers completed ; percentage should be the chief work of 
this year grade — profit and loss ; commission, discount, interest. 

Second Half Year. 

Continue percentage — stocks and bonds, promissory notes, drafts, bank 
discount, partial payments ; ratio and simple proportion ; square root ; prob- 
lems involving practical measurements — board measure, papering, carpeting, 
etc. ; use of equation in problems. 



48 

GROUP III.— SCIENCE. 
First Half Year. 

NATURE STUDY: Animals— stu^y of reptiles, fishes, birds, mam- 
mals ; soils, rocks, fossils, coal, precious stones. 

GEOGRAPHY: Lessons from the text book. 

To the Teacher : In making a study of any country give especial at- 
tention to: — (i) productive regions and their products; (2) exports — re- 
sulting from surplus of products; (3) imports resulting from deficiency 
of products; (4) navigable rivers, lakes, canals, railways and harbors as 
determining prominent commercial centers; (5) native animal and vege- 
table life, and mineral products. 

PHYSIOLOGY: Complete and review text book of fifth grade. 

Second Half Year. 

NATURE STUDY: Continue work of first half year; talks on the 
rainbow, spectacles, spy glass, microscope ; elements of agriculture. 

GEOGRAPHY: Text book lessons continued; map drawing; lessons 
on motions of the earth and their effects ; latitude and longitude. 



GROUP IV.— CONDUCT. 

First Half Year. 

HISTORY: Continue lessons from text book; in colonial history 
work several colonies should be studied in detail as types: Virginia, Mas- 
sachusetts, New York and Pennsylvania ; French and Indian war and its 
bearing on the future of the United States ; Maryland history stories con- 
tinued. 

CIVICS : The duties of State and county officers ; a broader study of 
the question of taxation and departments of government. 

Second Half Year. 

HISTORY: Continue lessons from text book ; important battles of 
European countries, as Marathon, Thermopylae, Salamis, Hastings, Wa- 
terloo, etc. ; biographical sketches of great war heroes ; continue study of 
Marylanders who were history makers ; coWtci pictures of prominent Mary- 
landers. 



GROUP v.— ART. 
The Entire Year. 

VOCAL MUSIC: Follow former suggestions. 

MANUAL TRAINING: Drawing in mass of animals and children 
in interesting attitudes ; drawing in any medium of plants and common 
objects; original designing; painting of flowers and still life from nature in 
water colors; decorating objects made by pupils. 

Follow prescribed course in manual training departments. 

PHYSICAL CULTURE: Breathing and other exercises as time and 
need of pupils may suggest. 



49 



SEVENTH YEAR GRADE. 



GROUP L— LANGUAGE-LITERATURE. 

First Half Year. 

READING-LITERATURE: Reading from Fifth readers and sup- 
plementary books suited to interest and capacity of pupils of this grade ; 
reading for thought and expression ; sight reading. Reading and study of 
literary wholes; Longfellow's "Evangeline," Irving's "Sketch Book," 
"Snowbound." 

Second Half Year. 

Reading of first half year continued ; literature — Bryant's translation 
"Ulysses Among the Phalacians ;" "Lay of the last minstrel." 

First Half Year. 

SPELLING: Rapid review of difficult lessons of the spelling book; 
lists of words from other subjects of the grade; an occasional spelling 
match; a lesson each day from etymology. 

Second Half Year. 

Lessons in Etj'mology continued covering the more important lessons 
of the text book: emphasize correct use of words as to meanings and con- 
structions ; familiarity with use of dictionary. 

First Half Year. 

GRAMMAR AND COMPOSITION: Continue oral and written 
work of preceding grade ; strengthen and develop the outline by means of 
the idea of dependence and subordination in thought processes ; more dif- 
ficult and advanced letter writing; lessons from a text book on technical 
grammar. 

Second Half Year. 

Classification of sentences as to kind and meaning; survey the three 
kinds — simp'e, complex and compound: subordinate and co-ordinate; review 
and develop case (in connection chiefly with pronouns) and prepositions, 
with their government: the -rerb — transitive and intransitive; object and 
complement: declensions of nouns and pronouns; analysis of the sentence; 
parsing and syntax; complete lessons of text book; original composition 
work continued. 

The Entire Year. 

WRITING: For suggestions see sixth year grade. 



GROUP II.— MATHEMATICS. 
First Half Ye.a.r. 
ARITHMETIC: Fractions and decimals, denominate accounts, simple 
interest. Bank discount, profit and loss, promissory notes and drafts, square 
root reviewed; compound interest; insurance. 

Second Half Year. 
Taxes, Bank discount, partial payments, simple proportion, compound 
proportion, and average (optional) ; cube root (chief study), mensuration 
of surfaces and solids, miscellaneous problems ; algebraic signs and symbols, 
with easy problems from blackboard. 



so 

GROUP III.— SCIENCE. 
The Entire Year. 

ELEMENTARY SCIENCE : Lessons from text on elements of agri- 
culture (first half year). 

GEOGRAPHY: Political geography completed, with lessons on physi- 
cal geography (second half year). 



GROUP IV.— CONDUCT. 
First Half Year. 

HISTORY: Lessons based on more advanced text: teach causes 
leading to Revolutionary war, plans for raising revenue in the Colonies, 
stamp act, tax on tea, etc. ; Declaration of Independence (committing to 
memory first part) ; with aid of a geography study campaigns 1776-78 in 
Middle States ; also those of 1778-81 in Southern States — teaching one or 
two principal battles in each section thoroughly (Bunker Hill, Long Island, 
Saratoga, Savannah, King's Mountain, Yorktown) ; emphasize part Mary- 
land took in the war — the battle of Long Island, Burning of the Peggy 
Stewart, Howard, Smallwood, Gist; lessons on State history; discuss the 
critical period between 1781-1787; teach constitutional period and the finan- 
cial schemes of Hamilton ; War of 1812. 

Second Hale Year. 

Continue basing lessons on text book, teaching with special emphasis 
the naturalization laws, Monroe doctrine, growth of slavery, causes and 
results of Mexican War, discovery of gold in California ; internal develop- 
ment — railroads, canals, telegraph ; doctrine of State's rights, Missouri 
compromise, Kansas-Nebraska troubles, fugitive slave law, Dred Scott 
decision ; causes leading to and main facts of the Civil War and also the 
war with Spain. 

The Entire Year. 

CIVICS : Emphasize local laws governing the country ; larger facts 
relative to the General Assembly and State government ; more details con- 
cerning duties of public officers ; broader discussions of institutional life, 
and international relations. These lessons in connection with history work. 



GROUP v.— ART. 

The Entire Year. 

VOCAL MUSIC: Follow former suggestions. 

PHYSICAL CULTURE: Follow former suggestions. 

MANUAL TRAINING: Drawing— plant forms in appropriate 
medium; original designing; still life and ornament; exercises from draw- 
ing book. Special course for pupils in a manual training department. 



51 



High School Course 

COVERING FOUR YEARS' WORK. 



Note : — A Committee composed of Robert H. Wright, Edward M. 
Noble and W. P. Stedman, representing the High School Teachers' Asso- 
ciation, and the State Superintendent, representing the State Board of 
Education, revised with great care the course of study for all the grades, 
and the committee's report was adopted, with slight modifications, by the 
State Board of Education at a meeting held in October, 1908. This re- 
vised course, embracing eleven year grades, will go into effect September 
first, 1909. In the meantime teachers are requested to become familiar 
with its provisions, and the school Superintendent of each county is urged 
to issue to his Teachers a bulletin of the course, based on the text books 
used in the county; and it would be well to do this before the close ot the 
present scholastic j'ear. It is the expectation of the State Department of 
Education to publish a revised edition of the Maryland State School 
Manual within a reasonable time, in which will appear a broader discus- 
sion of the several school subjects. 



Academic or Regular Course. 
EIGHTH YEAR GRADE. 

English — 5 Periods per week. 

Literature — The story in prose and verse. 

1. Rip Van Winkle, The Legend of Sleepy Hollow — Irving, 5 

weeks, 3 lessons a week.* 

2. The Vision of Sir Launfal — Lowell, 4 weeks. 3 lessons a week. 

3. Tales of the White Hills — Hawthorne. 5 weeks, 3 lessons a week. 

4. Treasure Island (optional) — Stevenson, 8 weeks, 3 lessons a 

week. 

5. Lays of Ancient Rome — Macaulay, 5 weeks, 3 lessons a week. 

6. La}' of the Last Minstrel — Scott, 8 weeks, 3 lessons a week. 
If time remains, one of the following dramas: 

As You Like It. Midsummer Night's Dream. Julius Caesar. 
Supplementary Reading. (One or two texts for the year to be se- 
lected by the teacher.) 

Stories — Kipling. 
Stories from the Alhambra — Irving. 

Hypatia — Kingsley. 

The Ladv or the Tiger — Stockton. 

The Outcasts of Poker Flat— Bret Harte. 

Evangeline — Longfellow. 

Marmion or Lady of the Lake — Scott. 



Note : — In this and the other years of the literature outline the division 
of time is only suggestive. In most instances it will not require as many 
lessons as are mentioned. The object of the Committee is to show that 
there is sufficient time to cover all the work given in connection with lit- 
erature and plentv of time remains for completing the other work in Eng- 
lish. 



52 

Composition, Grammar and Rhetoric. 

Composition — Chiefly narration — a little description. Narration of short 

incidents based on experience or the reading texts. 
Grammar — Review and further study. 

Rhetoric. — i. Principles of narration and description illustrated by the 
reading texts and written work of the pupils. 
2. The most usual figures of speech illustrated by reading texts. 
A good text on writing in English may be in the hands of the 
pupils, but should be used only in a supplementary way. 
Business correspondence and spelling. 
Mathematics — 5 periods per week. 

Algebra. To Quadratic Equations. Special emphasis on the following: 
. The four fundamental operations for rational algebraic expres- 
sions. 

2. Factoring, determination of highest common factor and lowest 

common multiple by factoring. 

3. Fractions, including complex fractions, ratio and proportion. 

4. Linear equations, both numerical and literal, containing one or 

more unknown quantities. 

5. Problems depending on linear equations. 

6. Radicals, including the extraction of the square root of poly- 

nomials and of numbers. 

7. Exponents, including the fractional and negative. 

History : Ancient or General — from an elementary text. 5 lessons a week. 
The year's work should be so arranged that it will lead up to the 
work in English History prescribed for the Tenth Year Grade. 
The principal events of Ancient Plistory should be studied in 
connection with biographies of great historical characters, as 
Abraham, Alexander, Caesar, etc., as centers, and much of Euro- 
pean history should likewise be included in the year's work. The 
County Superintendent ma}^ outline the work based on text book 
in use. 

Drawing — 2 lessons a week. 

Drawings from nature and still life; landscape in two or more tones. 

Grouping studied with light and shade. 

Designs for surfaces and borders applied to books, wall paper, pot- 
tery, etc. 

Simple geometric problems with application to working drawings. 

Pictures from some leading artists distributed, and the styles studied 
and compared. 

Written outline of the lives and works of these artists required. 

Latin — 5 Periods per week. First Latin book completed. 
*Science — Botany and Geography — 5 Periods per week. 



*NoTE: — The various phases of Geography should be studied in con- 
nection with Botany. In teaching the plant tell where it grows, its various 
uses and its relation to commercial and industrial life. The causal re- 
lations of Geography should be especially dAvelt upon in this year's work. 
In order to make the lessons more complete, the main facts of Geology 
and Physical Geography should be taught herewith, as it is not practi- 
cable to place a text book on these related subjects in the hands of pupils. 



S3 



NINTH YEAR GRADE. 

English — 5 Periods per week. 

Literature — Description, Narration and the Novel. 

1. The Deserted Village — Goldsmith, 5 weeks, 3 lessons a week. 

2. Snow-Bound — Whittier, 5 weeks, 3 lessons a week. 

3. Elegj' Written in a Country Churchyard — Gray, 3 weeks, 3 

lessons a week. 

4. Selections — Poe, 5 weeks. 3 lessons a week. 

5. Vicar of Wakefield — Goldsmith, 7 weeks, 3 lessons a week. 

6. Silas IMarner — Eliot, 8 weeks, 3 lessons a week. 
Some instruction bv lecture in history of English literature. 
Supplementary Reading. (One of the texts at the option of the 

teacher.) 
House of Seven Gables — Hawthorne. 
Kenilworth or Ivanhoe — Scott. 
Cranford — Ga.skill. 

David Copperlield or Great Expectations — Dickens. 
The Spy or The Last of the Mohicans — Cooper. 
Rhetoric — Further study of Narration and Description. Choice of 

words and figures of speech. 
Composition — Narration, Description, Simple Exposition. Business 
Correspondence and Spelling. 

Mathematics — 5 Periods per week. 

First half-year — Commercial Arithmetic. 

Second half-year — Plane Geometry — At least two books. 

Note : — This division is made to show proportion of time to be given 
each subject and is not intended to prevent any arrangement of recitations 
which teacher may deem wise. Commercial Arithmetic and Plane Geom- 
etry may come on alternate days, and thus each branch may run through 
the entire year. The same is true of all other related subjects where a 
part of a year is allowed each. 

Latin — 5 Periods per week. At least 3 books of Caesar. 

Forms and constructions needed in texts from a Latin grammar. 
Prose based on texts. 
Science — Zoology and Commercial Geography — 5 Periods per week. Use 
outlines of approved texts. 
Note: In teaching the fauna follow the ideas advanced in note to 
Botany. 

Commerce — Bookkeeping — 3 periods per week. 
Drawing — 2 Periods a week. 

Historic ornament carried out in color and applied. 

Groups of solids and still life in light and shade ; drawing from casts, 

window and life sketches in color and black and white. 
Interiors involving the principles of perspective; illustration; time 
sketches; working drawings of familiar objects, with the appear- 
ance of the same in light and shade, and when appropriate, a 
decorative design applied. 
Manual Training — r double period for boys, and 
Domestic Science (recommended) for girls. 



54 



TENTH YEAR GRADE. 

English — S Periods per week. 

JUiterature — The Essay and the Lyric. 

1. DeCoverley Papers — Addison, 8 weeks, 3 lessons a week. 

2. Essay on Johnson — Macaulay, 5 weeks, 3 lessons a week; or 

Essay on Burns — Carlyle, 5 weeks, 3 lessons a week. 

3. Washington and Webster, 4 weeks, 3 lessons a week. 
*4. The Golden Treasury, 28 periods. 

5. Minor Poems — Milton, 5 weeks, 3 lessons a week. 
fHistory of Literature. 
Supplementary Reading. 

Essay on Addison— Macaulay. 
Heroes and Hero Worship — Carlyle; or 
Essays of EHa (one or two selections) — Lamb. 
Gettysburg Address — Lincoln. 
Westward Ho — Kingsley. 
Rhetoric — The Paragraph, Exposition, and Argument. 
Composition — The four kinds — Emphasis on Exposition and Argument. 
Mathematics — 5 periods per week. 

First half-year — Plane Geometrj'^ — completed. 

Second half-j^ear — Algebra — completed. These two branches may 

come on alternate days, if desirable. 
Quadratic equations, both numerical and literal. 
Simple cases of equations with one or more unknown quantities, that 

can be solved bj' the methods of linear or quadratic equations. 
Problems depending on quadratic equations. 
The binomial theorem for positive integral exponents. 
The formulas for the nth term and the sum of the terms of arith- 
metical and geometrical progressions, with applications. 
*Latin — 5 periods per week — 4 orations of Cicero. 

Forms and constructions needed in texts from Latin Grammar. 
^German — 5 periods per week. 

Grammar — One-half German Grammar. 
Reading — Selections from Reader. 
*French — 5 periods per week. 

Grammar — (Part I). About one-half of Grammar. 
By the end of the first year, the student should have a knowledge of 
the essential points in French Grammar, including the principal 
irregular verbs. 
Reading — (About 100 pages of some accepted translation ) 
Frequent practice in conversation, and almost daily translation from 
English into French throughout the entire first year. Dictations 
durirg the last five months. Two or three short poems com- 
mitted to memory. 
*Science — Physics — 5 periods per week. 

*To be taken up with the authors throughout the year. Wordsworth, 
Gray, Collins, Cowper, Burns, Drj^den, Keats and Shelley are required. 
Others may be taken up during year at discretion of the teacher. 

fPupils use library for reference books instead of having a text book 
for each pupil. 

*NoTE: — As regards Latin, German, French and Science, the Super- 
mtendent and Principal must elect two for the class and the election shall 
hold good for the succeeding year, so as to prevent a multiplication of 
recitation periods. 



55 

History — English History — 4 periods a week. 

Manual Training — i double period a week for boys. 

Domestic Science — i double period a week for girls (recommended). 

Drawing — 2 periods a week (elective). 

Mechanical work; the plan and elevation of simple buildings. 
Color analyzed, harmonj^, contrast, and tones emphasized and illus- 
trated in representing distance, twilight, gray and bright weather, 
etc. 
Designs for textiles, surfaces, title pages and covers for books, initial 

letters carried out in ink and color. 
Illustrations from poems, in two or more tones, in ink; advanced work 
in still life and nature, in ink and color. 



ELEVENTH YEAR GRADE. 

English — 5 periods per week. 

Literature — Ballad, Epic, Drama. 

1. The Ancient Mariner — Coleridge, 4 weeks, 3 lessons a week. 

2. Folk Ballads, 4 weeks, 3 lessons a week. 

3. Iliad, 8 weeks, 3 lessons a week. 

4. Idyls of the King — Tennyson, 8 weeks, 3 lessons a week. 

5. Macbeth, 7 weeks, 3 lessons a week. 

6. Merchant of Venice, 5 weeks, 3 lessons a week. 
Review of History of Literature for entire course. 

Supplementary Reading. 
Rise of Silas Lapham. 
Rape of the Lock. 
Niebelungen Lied. 
Two Gentlemen of Verona. 
Romeo and Juliet. 
Twelfth Night. 
Sohrab and Rustum. 
Rhetoric — Review of the four kinds of composition and of the principles 

guiding them. 
Composition — Based on experience and literature texts. 
Mathematics— 5 periods per week. 

Solid Geometry completed and a review of the Mathematics of pre- 
ceding grades, especially of the Algebra. 
*Latin — 5 periods per week. 

At least four books of Virgil. 
Latin Composition. 
Grammar, completed. 
*German — 5 periods per week. 

Grammar — completed. Translations, etc., completed. 
Reading — At least three of these or similar readings. List suggestive. 
Heyse's L'Arrabbiata. 
Storm's Immensee. 
Schiller's Der Neffe als Onkel. 
Gerstacker's Germelshausen, or 
Hatfield's Lvrics and Ballads, 
William Tell 
*French — 5 periods per week. 
Grammar — completed. 

Prose composition each week throughout the entire year. 
Reading — Read three or four of some such treatises as these. This' 
list is merely suggestive. 
Chateaubriand's Le Dernier Abencerage. 
Moliere's Le Bourgeois Gentilhomme, and one of the following: 



Le Brete's Mon Oncle et Mon Cure. 
Erckmann — Chatrian's Madame Therese, 
Dumas's La Tulipe Noir. 
Le Cid. 
Conversation, Dictation, Poetry memorized (throughout the year). 
Original Composition and Letter Writing (last 5 months). 
^Science — Chemistry — 5 periods per week. 
History — United States History and Civics— 5 periods per week. 

Note : — In the study of United States History, more stress should be 
placed upon the industrial and economic side than has been the custom 
heretofore. The Civics should be taught along with the History. The 
equivalent of one period per week should be given to Civics. 

INIanual Training — i double period a week for boys. 

Domestic Science — i double period a week for girls (recommended). 

Drawing — 2 periods a week (elective). 

Advanced work in color. 

Charcoal and ink from casts and nature. 

Colored interiors, life studies, oi-iginal composition ; review. 



*See note regarding election of two subjects as given in connection 
with Tenth Year Grade. 



57 



Commercial Course. 



Elective only for those students who have successfully completed all 
the grade work to the Tenth Year Grade. 

TENTH YEAR GRADE. 

English — 5 periods per week. Same as Regular Course. 
Bookkeeping — 3 periods per week. 
Stenography — 5 periods per week. 
Typewriting — 3 periods per week. 

Note : — There should be at least 8 periods per week given to Sten- 
ography and Typewriting, but the teacher should feel at liberty to divide 
these periods so as to get the best possible results out of his equipment. 

Commercial Law — 2 periods per week. 

Note: — Make this practical, not technical. 

Penmanship and Spelling — 2 periods per week. 

*Science — Physics — 5 periods per week. Same as Academic Course. 

Drawing— 2 period? per week. 

Manual Training for Boys — i period per week. 

Domestic Science for Girls — i period per week. 

ELEVENTH YEAR GRADE. 

English — 5 periods per week. Same as the Academic Course. 
Bookkeeping and Penmanship — 3 periods per week. 
Stenography — 5 periods per week. 
Typewriting — 5 periods per week. 

Note: — See note to Tenth Year Grade. 

History — History of Commerce and Business Economics — 4 periods per 
week. 
XoTE : — This Course should be Commercial and Industrial History of a 
practical nature. A study of local industries and why a particular industry 
is located at a given place. Also there should be some study of the methods 
of conducting a given business. 

Civics — The equivalent of one period a week. 
Commercial Correspondence — two lessons a week. 
Manual Training — Boys — i double period a week. 
Domestic Science — Girls — i double period a week. 



*In case Physics is not elected by Superintendent and Principal for 
regular course, English History shall be substituted for same. 



COURSE OF STUDY IN MANUAL TRAINING AND DRAWING 

FOR THE 

MANUAL TRAINING SCHOOLS- OF MARYLAND. 
Suggested and arranged by 
D. Fred vynAMBERGER 
Luther Forsyth, 
George M. Gaither, 
William J. Holloway, 

Committee of the Manual Training Teachers'Association. 
And approved by the State Board of Education, October 7, 1908. 



RRST GRADE/ 



In the first grade there should be no series of exercises in the same 
sense as in the upper grades. The child's immediate surroundings should 
serve as a nucleus for the instruction, as the natural foundation upon 
which to build. He should first make some investigation of his own home, 
his food and his clothing; then he is prepared to study the conditions 
which surrounded foreign and primitive peoples. When a child is rriade 
acquainted with his surroundings, he is given an opportunity to react upon 
ideas partially familiar to him. He is interested in things about which 
he knows something. His own instinctive interest is our safest guide at 
this period. He should be given an opportunity to express himself by 
means of language and by means of his hands upon matters pertaining to 
his school, his home, home occupations, food, and clothing, etc. Personal 
reaction is the condition for growth, and every child has a craving for 
such reaction. He has an in.stinctive interest in performing the activities 
which develop his latent powers. 

Dewey sa5rs : "The school is primarily a social institution. Education 
is a process of Hving, and not a preparation for future living. The school 
must represent present life, — life as real and vital to the child as that 
which he carries on in the home, in the neighborhood, or on the play- 
ground. The school life should grow gradually out of the home life, 
shou'd take up and continue the activities with which the child is already 
familiar in the hom$. It should exhibit these activities to the child and 
reproduce them in such ways that the child will gradually learn the mean- 
mg of them, and be able to play his own part in relation to them. The 
social life of the child is the basis of concentration or correlation, in all 
his training or growth. The social life gives the subconscious unity or 
background of all his efforts and all his attainments." 

All educators agree that hand work should be correlated with the 
other instruction. Herbart and Froebel differ somewhat as to the neces- 
sity of correlation. Frcebel looks upon hand work as the foundation for 
the formation of new ideas. He places the emphasis upon the natural 
growth of the child through experiences of his own gained by the use of 
his hands. Herbart, on the other hand, would utilize the lessons m hand 



^Adapted from: Correlated Hand Work — Tryborn & Heller. Indus- 
trial Work for Public Schools — Holton & Rollins. Seat Work and In- 
du.strial Occupations — Oilman & Williams. 



59 

work as a means of illustrating ideas already acquired from other studies. 
Placmg more importance upon instruction, he would have the principles 
involved developed carefully before the hand work is undertaken, and thus 
use the constructive exercises as an expression of what has been taught. 

Both of these principles should be applied to the constructive work 
in the grades, the Froebelian doctrine having more prominence in the 
lower than in the upper grades. 

In the first grade the con.^tructive work should grow out of the 
''thought-work," or vice versa. Every object made has some significance 
in relation to the thought work; a chair or a table is made when the 
home is studied, a canoe or wigwam when the Indians are studied, a hoe 
and a rake in connection with the study of food, a fireplace and a mantel- 
piece as the Christmas thought is developed, Puritan hat and cradle in 
connection with the celebration of Thanksgiving, etc., etc. 

The work of this grade is based upon the child's natural desire to 
do, to make something useful in play that he may»take home or use in 
school. The objects made may not be of interest a month later, but the 
making has served its purpose. The children have gained the educational 
value that grows out of the expression of ideas, and out of planning, de- 
signing, and constructing something that touches their own lives and is 
of vital interest to them. 

The great end to be attained is the educational value of the work, 
and not the commercial value of the articles made. Many of the articles 
suggested in this outline can be bought for a few pennies ; but the reason- 
ing, judgment, accuracy, self-control, originality, neatness, habits of work, 
and power developed through making cannot be purchased. 

If children of the first grade have had kindergarten training, they 
will have considerably more aptitude for constructive work than if paper 
construction, clay modeling and sewing are all new to them. In the latter 
case the lesson should be made as simple as possible during the first part 
of the year. The constructive work at any time should not be of such a 
nature that means failure to the majority of the pupils. The teacher 
should bear in mind Emerson's words : "Nothing succeeds like success." 
and endeavor to give the child this feeling of power, this confidence in his 
own ability, derived only from successful effort. 

No new exerci.se should ever be given until the last one presented 
has been thoroughly laught. This avoids much of the difficulty often 
experienced by teachers, and is good pedagogy. It is the practical appli- 
cation of sound educational principles, and should be followed by all teach- 
ers. "Not how much, but how well" is a good rule for constructive work 

In the beginning the work should take the form of simple kinder- 
garten paper folding, checking, cutting and pasting, in order that the 
child may acquire a working basis by which later he makes and invents 
gifts for his friends and furniture for his miniature house. 

The following is a mechanical plan which may be begun the first day 
of school, and which may be acquired gradually by the little ones: 

Fold an oblong or square p'c-e of paper into oblongs. Teach upper 
edge, lower edge, right edge, left edge, upper left corner, lower left cor- 
ner, upper right corner, lower right corner. Call it a book. Play read- 
ing the book. Play singing from the book. Fold other sheets and make 
a booklet. Use the booklet for any suitable exercise or seat work. 

Fold a square piece of paper into four squares. Child may call it a 
window. "What do you see through the window?" "How many panes 
in your window?" 

Fold a square into four strips and crease. Cut along creased lines. 
Use the strips for mat weaving, making of chains, etc. 

Fold a square into sixteen squares or checks, "checker-board fold." 
Use in number work. 



6o 

Repeat these exercises many times, and save the paper strips and 
checksfor use in writing lists of words, making figures and pictures, il- 
lustrating woTds, tracing circles, and in number work, and in other 
varieties of "seat-work." 

Fold a square from an oblong. Fold a shawl, a Puritan kerchief, 
apron, etc. 

Fold an envelope, a picture frame, a Puritan hat, a boat. Teach 
diameter, diagonal. 

Fold a mantelpiece and fireplace. 
Fold a square box, a table, a chair. Cut and paste. 
Fold, cut, and paste a lantern, a scissors holder, a sailboat. 
Measure and rule one-inch strips, using an inch tablet and a cardboard 
ruler. A ruler divided into inches need not be used until later. The 
inch should be learned by the use of the tablet. Use the strips in number 
and seat work. 

Measure and rule one-inch squares or checks. Teach horizontal line, 
vertical line. Cut the sheet into square inches, and use the squares in 
laying designs for mats and borders. 

Check paper into inch squares by folding or by ruling, and cut to 
make boxes of different dimensions: i by i inch; 2 by i inch, 3 by i inch; 
4 by I inch; 5 by i inch; 6 by i inch; all without covers. Use in illus- 
trating number according to the Speer method, if desired. 
Make a three inch box with handle. 
Make a three inch box with handle and lid. 
Measure and rule two inch strips. 
Measure and rule two inch squares. 
Use for language, number, etc. 

Trace the outline of the left hand and cut out. Reserve for compari- 
son with the same exercise at the end of the year. 

Draw and cut circles. At first draw around i, 2, and 3 inch circular 
plinths or tablets, and cut out until the children are able to cut out a 
smooth circular line. 

Draw circles of different sizes, using a circular marker. 
Make a circular picture frame, a clock, a wigwam, a calla lily. 
Combine circles and strips to make boxes with lid and handle. 
Note: — As early as possible begin to replace dictation and oral les- 
sons with board directions. As much reading as can be comprehended 
should go hand in hand with all making. Since the desire to make is 
strong, there is a motive for reading directions. 

MINIATURE HOUSES. 

The play house is a typical first year project, although it can be 
profitably used in the first five grades. It involves an amount of making 
of a simple kind, and uses a variety of materials. The work can be ex- 
tended or condensed to suit class room conditions, without in any way 
impairing the problem as a whole. It is preferably made a communal 
project. 

1. In graded schools by having the entire house decorated and fur- 
nished by the children of a smgle grade, in any of the following ways : 

a. — Have all the work done by each student, and select the best for 
the house ; or, 

b. — Assign a single room to one child, or to a group of children, to 
furnish as their own taste and originality and ingenuity dictate, they de- 
ciding for themselves what shall be used and who shall make it; or, 

c. — Assign a single room to a group of children, each child to have a 
certain definite part of the work to do. 

Encourage originality in all work. 

2. In ungraded schools by: 



6i 

a. — Using a single house, assigning a room to each grade, and follow- 
ing the suggestions in (a) or (c) above; employing the medium of ex- 
pression best suited to that grade ; or, 

b. — Using a house for each grade, and following the suggestions in 
I. (a), {b), or (c) above. 

The houses may be constructed by students of the eighth or possibly 
the seventh grade; or packing boxes (soap boxes for choice) may be se- 
cured, two sides of each removed, leavmg not a house, but a room in each 
case. Build up to make a house of five rooms and bath. Or, procure a 
wooden box about 30 inches long, 20 inches high, and 10 inches across, 
and divide it into rooms : three downstairs and two upstairs, with a space 
6 inches wide between them for the hall and bathroom. 

Design wall paper, using some simple border near the top, or stripes, 
cr the mere repetition of motifs suitable for decoration of a given room, 
as vegetab'es, animals, utensils, landscape. Base the design on the power 
gained from the work in the Drawing Course. 

Weave rugs, using cardboard looms, or, in higher grades, simple 
wooden looms. 

P'or ornaments, kitchen utensils, dishes, etc., use the products of the 
Clay Modeling Course. 

Other details incident to completing the rooms must be left to indi- 
vidual taste ; pictures, windows and curtains will be arranged to suggest 
the reality desired. Use mica or tinfoil to simulate windows and mir- 
rors, paper chains or festoons for draperies, etc. 

Tt is not intended that this work should be done all at once. Some 
of the construction may be too difficult for the child and will have to be 
rroferred until later. Add to the furnishings from time to time, and keep 
the interest alive in different ways. 

Following the furnishing of the house, as much time as may be pos- 
sible, may be given to home occupations for the various days of the week, 
as wash day ; ironing day ; mending and sewing day ; shopping or baking 
day, and in the afternoon calling or visiting day; sweeping day, and bak- 
ing day. 

HOLIDAY CONSTRUCTIONS. 

These are perennial exercises which must be taken up in all grades, 
although, while important, they are mere incidents in the year's plan as a 
whole, and. it is needless to sa}'-, should be studied as the holiday ap- 
proaches. For instance, the entire work of December should be based upon 
the Christmas thought, and each child should make several small gifts 
and assist in decorating the school room, and in the trimming of the 
school tree. 

Study in the same way Thanksgiving Day, New Year's Day, St. 
Valentine's Day, Lincoln's Birthday, Washington's Birthday, Arbor and 
Bird Day, Easter, Memorial Day, and Marjdand Day. 

FREEHAND ILLUSTRATIVE CUTTING. 

This is an important part of the course in primary manual arts. Its 
object is not to make illustrations, but to "test the children's compre- 
hension of what they have read or have heard, to cultivate the imagina- 
tion, bring forth originality, and to give hand training." It is probably 
the best way for the child to demonstrate his conception of certain lessons 
in reading, language, literature, nature, etc., and it never proves tiresome. 

Subjects for illustration : Nurserv rhymes, as "Hey Diddle Diddle," 
"Old Mother Hubbard," "Dickery, Dickery, Dock," "The Maid Was in 
the Garden," "The Old Woman Who Lived in a Shoe," "Jack and Jill," 
"Little Boy Blue," "Old King Cole," etc. 

2. Fables, myths, and nature stories, such as "The Three Bears," 



"Peter Rabbit," "Little Red Riding Hood," "The Crow and the Pitcher," 
"The Fox and the Grapes," "Clytie," etc., etc. 

Some of these may be made as "posters," or pictures in color, con- 
sisting of cuttings from various colored papers pasted on to form the 
picture. Any colors may be used so long as they harmonize. 

The greater part of the work will be silhouette pictures, made by 
cutting the story from black paper, and pasting it on white, or vice versa. 

THE SAND TABLE. 

A constructive agent of great value and adaptability during the prim- 
ary period is the sand table. It introduces many kind's of manipulation, 
and offers practically unlimited possibilities for any one of the first three 
grades. If the subject matter is changed from year to year, and new 
topics introduced at more or less regular intervals, the work continues 
fascinating and profitable, until the time when the second constructive 
period begins, dealing with the simple crafts about the fourth year. 

It is not necessary that the school have a sand table large enough 
for the entire class to work at at the same time. A small one, where two 
or three can_ work together, the other children looking on and awaiting 
their turn, will answer, provided every child, if possible, is given an oppor- 
tunity to work during any class exercise. 

First Grade Drazving. Practice free movement exercises in straight 
lines, curved lines, and circles. 

Lay sticks or other objects indicating border designs, and draw bor- 
ders mdicated. 

Draw border designs by using squares and circles. 

Draw leaves and grasses. Draw border designs by using leaf forms. 

Draw conventionalized leaves. 

Discuss the varimis ways in which leaves are veined, and draw 
specimen of each. 

Draw the palm leaf, and discuss the resemblance to a fan. Draw a fan. 

Note: — Landscape work is to be introduced in this grade, and con- 
tinued throughout the course. Begin with laying on flat tones of sky and 
foreground; then study of various trees, such as pine, oak, fruit trees. 
Express the different seasons of the year, using the same subject. 

For first three grades use crayons; in fourth, fifth and sixth grades, 
and upwards, use water colors. 



SECOND GRADE. 



Materials. Processes. Models. 

Paper First half: Free cut- Continue and extend the work sug- 

ting. Folding, Folding gested for the First Grade. Free cut- 

and Cutting, Cutting, tings to tell the stories of games, as 

based on the Square. playing marbles, fl}ang kites, jumping 

Second half: Folding rope. Free cuttings to test comprehen- 

Cutting and measuring sion of stories and poems. Border and 

to I inch, Yz inch, J4 centerpiece patterns for wall paper, 

inch. tiles, rugs and mats. Picture frame, 

Envelope, Boxes, Baskets, Pin Wheel, 

Indian Canoe, Furniture, House, Sled. 

Sand table representations of a street, 

a railway station, "Red Riding Hood," 

"Cinderella," etc. Elements of the 

picture cut from paper and the details 

marked with crayon or pencil. 



63 

Clay Learn the names and facts illustrated by a study of the follow- 

ing type solids : i. Sphere. 2. Cube. 3. Cylinder. 
Alodel these type forms in clay. Model fruits, vegetables, nuts, 
smiple mstruments, sugar bowl, lunch basket, toadstool, cup, 
bowl, house, inkstand, furniture, pump, water cooler, mug, 

cats, dogs, pigs. 

Drazving. Study the shapes of apples, pears and fruits. Draw 
apples and pears. Draw the dogwood blossom and leaves. 
Discuss the ways in which plants and shrubs branch, and how 
the leaves occur upon the stems (alternate, opposite, clustered, 
etc. ) Draw plants and leaves from specimens. 

THIRD GRADE. 



Paper Free Cutting, Folding, Seed box, seed envelope, recipe book, 

Cutting, Tieing, Lacing, lamp shade, tray, tray with flaps, rect- 
and Pasting Use of angular box with cover, cubical box 
Compass and Needle with cover, Puritan cradle, Valentine, 
Measuring to 14, inch. Valentine envelopes, George Wash- 
ington hat, Easter basket, etc. 
The work of the last three months to 
be along the line of nature study and 
the preparation for summer. Free 
cuttings continued. Sand table rep- 
resentations continued. 

Clay Learn the names and facts illustrated by a study of the fol- 

lowing tj'pe solids : i. Square Prism. 2. Square Pyramid. 
3. Cone. Model these type forms in clay. Model apples, 
peaches, bananas, etc., vases, funnel, oil can, hour glass, churn, 
coffee pot, opera glasses. 

Drawing. Draw the sphere, the cube. Study the horizon line, 
foreshortening; light, shade and shadow. Shade the models 
drawn. 

Draw the square prism, the cylinder. Contrast the surfaces of 
same. Shade models drawn. Discuss objects having similar- 
ity in shape to the cylinder. Draw a flower pot. a jar or cup. 

Raffia Wrapping Napkin Ring, Picture Frame. 

Pin wheel, or pen wiper. 
Weaving Rug or mat. 

FOURTH GRADE. 



Cardboard Evolution of Geometric Geometrical solids, type forms and 

solids, with their appli- useful models based upon principles 

cation to useful objects, learned. 

Use measurements to i. Cube. 2. Square Prism. 3. Equi- 

sixteenths. Binding lateral triangular Prism. 4. Triangu- 

with laps or floss, scor- lar Pyramid. 5. Square Pyramid, 

ing, cutting with knife, 6. Hexagonal Prism. 7. Octagonal 

pasting and glu ing. Prism. 

Assembling, Shaping, (See note on following page). 

Fitting, Punching, 

Knotting. 



64 

Clay Learn the names and facts illustrated by a study of the follow- 

ing type forms: i. Square Plinth. 2. Circular Plinth. 3. 
Oblate Spheroid. Model these types in clay. Model books, 
furniture, leaves, buttons on card, dishes, vase, inkstand, tur- 

nip, tomato, cat, dog, rabbit, seal , bear, deer. 

Raffia Braiding Mat 
Doll's Hat. 

Drawing. Study symmetry, and draw the cube and the square 
prism in group. Draw and shade the cylinder and the cone 
in group . Study the difference in appearance between textiles 
and solids. Draw a jug or a pail, a cap or a hat. Draw and 
shade the hexagonal prism and the square pyramid in group. 
Draw and shade the square plinth, the circular plinth, and the 
oblate spheroid in group. 

Note : — The most essential feature of cardboard construction, other 
than cultivating and developing the sense of form, the knowledge of dis- 
tance, space, and volume, the habits of neatness, accuracy, and concen- 
trated apphcation, is the correlation of this work with Mechanical and 
Working Drawings. This important feature of the work is very often 
wholly neglected and lost by teachers allowing pupils to use the ruler 
in drawing lines, instead of using the T-square and angles. In some of 
our largest schools of Technology, beginners spend considerable time in 
tracing drawings for the purpose of familiarizing themselves with the 
drawing instruments. This familiarization can be accomplished while in 
cardboard construction, without any extra expenditure of time, if pupils 
are taught from the beginning to use the pencil, T-square, angles, and com- 
pass in drawing lines (The ruler should be used in measuring, scoring, 
cutting, etc.) 

If this rule is adhered to, a course in Cardboard Construction can be 
completed in less time and with a much higher degree of efficiency than 
would be possible to have done by allowing pupils to misuse the ruler, and 
neglect the use of the T-square and angles. 

_ The series of models named in the Fourth and Fifth Grades is one in 
which every line should be drawn by use of pencil, T-square and angles. 

FIFTH GRADE. 



Cardboard Continuation of the i. Rhombic Prism, 
processes brought out 2 Octahedron, 
in the Fourth Grade. 3. Rhombohedron. 
Ability to use and to 4. Right Triangular Prism, 
make Development 5. Frustrum of a Square Pyramid. 

Drawings to >^, % and 6. Icosahedron. 
% size. Ratio work. 7. Pair of Steps. 

8. Greek Cross. 

9. Oblong Tray. 

10. Box with Cover. 

11. Hinge Box. 

12. Bill Holder. 

13. Hexagonal Tray. 
Modifications of these t}'pe forms, and 
applications of same. Mats, boxes, 

> trays and receivers of rectangular, 

triangular, hexagonal, octagonal, coni- 
cal, and other geometrical forms. 



6s 

Desk pad, sewing basket, file case, 
envelopes, note book, card case, port- 
folio, art book, lantern, brush, broom 
holder, church window, windmill, holi- 
See Note under Fourth Grade. day gifts. 

E'ementary Straight Edge Cut, Plant label, key tag, calendar back, 
Wood-work. Cross Grain Cut. Di- match scratch, thermometer back, 
agonal Cut, Convex sail boat, sun-dial, bracket shelf, 
Cut, Concave Cut, weather vane, penny bank. 
Whittling, Sawing, 

Planing, Squaring, Fil- 
ing, Sandpapering, Sim- 
ple Carving, Staining. 
Waxing. 

Clay. Learn the names and facts illustrated by a study of the fol- 

lowing type solids: i. Prolate Spheroid. 2. Ovoid. Model 
these forms in clay. Model pig, elephant, turtle, dishes, eye- 
glasses, lenses, photograph frame, fan, pears, lemons, mouse, 
fowls and birds, bird's nest and eggs. Model in relief con- 
ventional leaf forms, grasses, geometric and simple forms, 
conventional and geometrical designs applicable to tiles and 
panels. 

Note:— In the Clay Modeling Course, more work has been suggested 
than can be done in any one year, leaving room for choice for year, ac- 
cording to local conditions. The work may also be extended to grades 
higher than the Fifth. 

In all lower grades use as much as possible in connection with lan- 
guage, story telling and nature study. 

Indian bowls with borders, vases, furniture, and still life forms, etc., 
ma^^ when dry, have the borders colored with crayon or water color. 

Should advanced work be desired, it should take the form of: i. Tiles 
(Incised, using two tools, viz: one scraper for background, and one steel 
tool for incising designs.). 2. Candlesticks. 3. Bowls. 4. Vases, etc. 

In the upper grades, the process should be much more careful, as ob- 
jects can be fired, after which glazes are put on them in blues, greens and 
browns, according to taste of individual. 

Draii'ing. Give exercises in blending colors. Draw leaves, 
plants and flowers, and color same. Draw and color various 
fruits : apples, peaches, pears, bananas, etc. Use convention- 
alized leaf in border design, and color. Draw Greek cross, 
frame work, etc. Draw outline of fish, cat, rabbit, horse, boy, 
etc. (Use water colors ) 



SIXTH GRADE. 



Principles: Manual Training in the upper classes assumes a more 
specialized form, and greater emphasis is laid upon technical skill. While 
the models made are still those connected with the various interests of 
child life, they lead gradually along the line of the great industries. It is 
suggested that talks be given to the pupils on the history of our great 
American Industries, so as to give them a view of centres other than those 
connected with their home, school, or play life. Every opportunity should 
be given the child for the expression of his own ideas. To this end di- 
rections are to be given in response to questions, rather than for mere 



66 

dictation. The child is encouraged to observe for himself; and after cer- 
tain fundamental processes have been mastered, free scope should be 
given for inventional work. 

The outline as planned for the following grades is suggestive only. 
Changes may be made whenever it is advisable to bring the manual train- 
ing into closer relation with other grade subj ects, such as : number work, 
science, literature, history, geography, nature study, drawing. 

Emphasis is laid upon increasing accuracy in the use of tools and 
materials, upon the first steps in the simplest working drawings, and upon 
neatness, good proportion, solidity, and proper decoration. 

Every model made should be some useful form, but the different 
models made by the same grade of pupils throughout the State, should 
involve the same principles. This statement, however, should not be 
construed to mean that exceptional pupils are to be held back. 

The models to be made may be divided into four classes, as follows : 

1. Practice models, intended to introduce the pupils to the simpler 
tools. 

2. Models with an applied design, given for the purpose of developing 
appropriate designing. 

3. Original or suggested models, intended to develop the originality 
of the pupils. 

4. Communal models, which may be either something original on the 
part of tlie pupil, something for the home, class-room, or shop, or possibly 
some piece to be used m the class-room for an experiment in physics. 

l"he teacher should make a stud}'- of every model planned, so as to 
bring out the most thought from the pupil, especially along the following 
hnes : 

a. The making of the mechanical drawing. 

b. The best mechanical construction. 

c. The care and proper use of tools. 

d. The practical application of this instruction. 

Models made by the pupils of the Sixth Grade should be put together 
with nails, screws, or glue, using only the "butt joint." 

The models by the pupils of the Seventh Grade should be put 
together in such a manner as to include the methods employed in the Sixth 
Grade, and bolts, or any other fastening device, using only the housed and 
lapped joints, dowels and battens. 

The models made by the pupils of the Eighth Grade should be put 
together in such a manner as to include the methods employed in the Sev- 
enth and Sixth Grades, and the simpler forms of the mortise and tenon, 
and the dovetail joints. 

Following are a few suggested models for carrying out the forego- 
ing suggestions in the Sixth, Seventh and Eighth Grades : 

SIXTH GRADE. Time— 40 hours per year. 
No. Models. Tools. Processes. 

1. R u 1 e r, key Plane, try-square, mark- Planing, gauging, meas- 

board. ing gauge, back saw, uring, sawing cross grain 

bench hook. with back saw, sand pa- 

pering. 

2. Flower pot rest, Additional tools, brad New processes, nailing, 

nail box. hammer, nail set. nail setting. 

3. Wall pockets. Additional tools, simple New processes, chiseling 

brackets, use of chisel and inside and gauging, staining. 

whisk broom gauge. 

holder. 

4. Glove box with Shoot board. Planing end grain, bevel- 

lid, ling. 



67 



I. Small shelf. 



Drawing: Study pose and movement. Draw boy stand- 
ing, boy jmnping, boy catching. Draw horse standing, horse 
running, horse jumping fence, etc. Draw leaves and simple 
designs from casts in relief. Draw the open hand, the 
clenched hand, from cast. 

SEVENTH GRADE. Time— 50 hours per year. 
See Principles stated under Sixth Grade. 

Crosscut and rip saw Laying off and planing, 



and continued practice and sawing obliquely, 
with tools already intro- 
duced. 



2. Paper knives, 

coat hanger. 

3. Necktie rack, 

towel roller. 



Spoke shave, brace, gim- 
let bit, screw driver. 

Counter sink, continued 
practice with tools ex- 
plained. 



Saw kerfing, use of 
spoke shave, boring. 

Use of flat head screws, 
half lap joint, methods 
used in preceding mod- 
els. 



4. Square top four Continued practice with Half lap joint, gluing, 
legged stool. tools explained. polishing by means of 

wax. 



5. Knife anH fork Compass saw, auger bit 
box. and wood file ; continued 

practice with tools ex- 
plained. 



Housed joint, boring 
with auger bits, wood 
filing. 



Drazving: Charcoal. Begin charcoal by drawing and 
shadmg a type solid, a jug, or a vase. Draw and shade a 
group of solids. Discuss and demonstrate the difference in 
representing textiles and solids — glossy and dull surfaces. 

EIGHTH GRADE. Time— 50 hours per year. 
See Principles stated under Sixth Grade. 



1. Inkstand. 

2. Two-legged 

stool. 

3. Umbrella rack. 

4. Book racks. 

5. Book shelves. 



Continued practice with 
tools explained. 



Bevel, hand screw ; con- 
tinued practice with tools 
explained. 

Clamps, continued prac- 
tice with tools explained. 

Continued practice with 
tools explained. 

Continued practice with 
tools explained. 



Paring with chisel and 
gauge, cutting blind mor- 
tise, making and using 
template. 

Notching, counter-bor- 
ing, dowelling. 

Blind mortise and tenon 
joint. 

Bracing, housing or 
dovetailing. 



Through mortise 
tenon joint keying. 



and 



Drazving: Charcoal continued. Draw and shade — bottles, 
vases, candles, lanterns, old shoes or boots, umbrellas, hats, 
caps, books, etc. Practice outline work, and blocking in. Give 
frequent time sketching exercises. 



68 

NINTH GRADE. Time— so hours per year. 

The work in this and succeeding classes should involve much of the 
originality of the pupils in the design of the models, and those principles 
should be taught which are of vital concern to the boy in developing a 
broad-minded, well-trained man. 

The models of the Ninth Grade to include the miter joint, open mor- 
tise and tenon, blind mortise and tenon, and dovetail joints, in addition to 
those employed in preceding grades. 

Models : Six or eight-sided taboret, or a table with drawer, or a 
standard size chair of the mission style. 

To be tattght: 

Types of wood suitable for the same. 

Size of parts with reference to strength and beauty. 

The functions of the different joints used in construction. 

Staining of models with reference to specific needs. 

Plans should be made before construction is started. 

The models may be suitably decorated by insized carving, carving 

in relief, or inlaying. 
The models should be designed in accordance with the needs of 

some specific school or home pr oblem. 

Drawing: Charcoal, continued. Draw and shade leaves, 
fruits and flowers from cast in relief. Draw a face in profile 
from cast in relief. Study the face, and draw the parts — eye, 
ear, nose and m.outh, mouth and chin, etc^ 

TENTH GRADE. Time— 50 hours per year. 

The work in this grade should include models relating to the scientific 
branches taught, involving, if possible, the principles of mechanics, fluids, 
electricity, heat, light, sound, and the laws of falling bodies. 

Suggestive Project: Induction Coil. 

Design of box, size of core, primary and secondary winding, contact 
breaker, bonding posts, and handles. Battery elements. 

The teacher here should require the class to make a study of the prin- 
cipal ways in which electricity is produced, and the principal types and 
kinds of electricity. Effects of electric currents, and how these are em- 
ployed by man. 

Reference: Induction Coil and Coil Making — H. S. Norrie. How 
Two Boys Made Their Own Electrical Apparatus — Thomas M. St. John. 
Manual Training Magazine for December, 1907. 

An essay of 700 words should be required of each student, describing 
induction. 

This work should be taken up after a mutual agreement between the 
teacher of science and the manual traming instructor. Begin the making 
of physical apparatus. If it is not deemed feasible to follow the outline 
here suggested, it is recommended that one of the following supplementary 
models be substituted. 

1. Desk chair. 5- Magazine stand. 

2. Library table. 6. Morris chair. 

3. Medicine cabinet. 7- Writing desk. 

4. Upholstered stool. 8. Boat. 

In this case the suggestions given under the Ninth Grade are to be 
followed and extended. Apply tools and processes used in preceding 
grades and amplify same. 



Draxving: Charcoal, continued. Draw the face from block- 
head cast. Draw faces from various casts. Draw figures 
from various casts at the same time, paj'ing particular atten- 
tion to pose, poise, action, repose, etc. 

Note. — It is suggested that the type solids used in the Drawing 
Course be the usual models furnished by any reliable supply house. Where 
this is impossible, the models may be constructed inexpensively by students 
in upper grades. 

The casts mentioned should be the part of the equipment of every 
Manual Training School. 

TENTH GRADE.— Supplementary. 

The study of bees. 

The design and construction of a modern hive. 

The breeding, feeding, and care of bees. 

A study of the honej'-producing plants. 

A study of the commercial aspects of an apiary. 

Reference: United States Agricultural Department Bulletins. 

ELEVENTH GRADE. Time— 45 hours per year. 

The design and construction of a house or building intended for some 
specific use, in accordance with the modern methods of framing. It may 
take the form of a model of a barn, or a frame house which is large 
enough to be used as a play-house on the campus. 

Deve.opment of beams, girders, struts, weather boarding, flooring, 
window framing, door framing, rafter cutting, (the length of rafters 
should be worked out using the solution of the right triangle), shingling, 
door and window construction, lathing, plastering, finishing, etc. 

A study of heating; ventilation, and plumbing can very profitably be 
made at this time. 

Plans should be made before construction is started. 

An essay of at least 800 words should be required of each student ex- 
plaining fully this work. 



A COURSE OF STUDY iN PLIABLE MATERIALS. 



If, because of local conditions, or for other considerations, it is de- 
sired to give a more complete course in textiles than the regular outline 
requires, the following sequence is suggested. A little, or all, of this may 
be done, if taken up in order, without in any way impairing the value of 
the course as a whole. 

SECOND GRADE. 

Subject. Mat erial. Model. 

Wrapping. Cardboard, mailing tubes Napkin ring, picture frame, 

and raffia. pinwheel or penwiper, pin 

cushion, hairpin receiver or 

work-box or drinking-glass 



70 



Crocheting, us- 
ing the fingers 
instead of a 
hook. 



Cotton twine. 



Horse-lines and 
chain for whistle, 
hat, or basket. 



whip, or 
or rug, or 



Weaving, card- Wool, or carpet yarn, or Rug or mat. 
board loom. jute, or rags, or silkaline 

(i inch on bias), or 

ravellings, or raffia. 



THIRD GRADE. 

Braiding. Cord, or carpet yarn, or 

raffia, or tissue paper, or 
corn husks. 



Mat, broom holder, or 
schoolbook bag, doll's hat. 



Weaving, card- 
board, or sim- 
ple wooden 
loom. 



Macrame cord, or carpet Doll's hammock, 
warp. 



Weaving.wood- 
en loom. 



Raffia. 



Cushion or porch pillow. 



Spool knitting. Wool or carpet yarn. 



Wash-cloth, or doll's Tam- 
o'-Shanter, or cap for pupil 



Knotting. 



FOURTH GRADE. 
Raffia, or cord. 



Twine holder or shopping 
bag. 



Weaving. 



Rattan. 



Mat, round basket with per- 
pendicular sides. Round or 
oval basket with curved 
sides. 



FIFTH GRADE. 

Basketry. i. Soft coil basket, making the coil of raffia, wool twine, 

corn husks, pine needles, wire grass, flags or rushes, 
rye, oat, or wheat straw, hay, hemp, sweet grass, or 
cat-tail leaves. 

2. Basket, tray, or plaque, in Lazy Squaw or Tie or Strap 
Stitch, design in one color. 

SIXTH GRADE. 

Basketry. i. Basket, tray, or plaque, in Navajo or Figure 8 stitch, 

design in one or two colors. 

2. Basket, in Indian or Pomo Stitch. 

3. Basket, in Knot or Lace Stitch. 



P'ROGRAM ME COURS E OF STUDY 

Intended to Assist the Public School Teachers of the Counties of Maryland in Making Up 
Schedule of Recitations for New Course of Study. The Division of School Time is Given 
TO Show Teachers the Relative Importance of the Several Group Studies. There Must 
Be Such an Alternation of Studies in Fifth Grade as Will Prevent More Recitation 
Periods than Ark Practicable. 



Branches. 


Hirst 
Year 
Grade 


Skcond 
Year 
Grade 


Third 
Year 
Grade 


Fourth 
Year 
Grade 


Fifth 
Year 
Grade 


Sixth 
Year 
Grade 


Seventh 
Year 
Grade 




10 lessons a week. 


5 lessons a week. 


3 lessons a week. 






10 exercises a week. 


5 exercises a week. 


3 exercises a week. 






Teach in Conuection with 
Reading lessons. 


*i lessons a week 
from text book. 








English Grammar. . 


Oral with language and composition lessons. 


*4 lessons a 
week with text 
book. 






Teach in connection with 
Reading lessons. 


5 lessons a week with text 
book. Spelling lists. Fifth 
grade, J< lessons a week. 


(Etymology) 5 les- 
sons a week from 
text book. 






5 oral lessons a week. 


5 lessons a week from text book. 


2 lessons 
a week. 






Oral lessons. Correlate 
with Nature Study. 


5 lessons a week from 
text book. 


3 lessons 
a w'k f'm 
text book 






U. S. History 








Oral les- 
sons. Cor. 
withgeog 


5 lessons a week. 


3 lessons 
a week. 












3 lessons 
a w'k f'm 
te.xt book 




3 lessons 

a w't- fm 




i 


text book 1 


Element' RY Science 
-II- Hygiene. 


Fifty minutes a week. 




Sixty minutes a week. 




Physical Culture.. 


Daily exercises. 




Sixty minutes a week. 




Hist, of Maryland. 
-II- Constitutions 




1 1 1 


2 lessons a week 
from text book. 


Morals & Manners.. 


One lesson (topic) each week. 

The talk by teacher should be reproduced by pupils as composition lesson 
for following day. 


Civics 






Oral lessons. Correlate with 
History. 


5 lessons 
a w'k f'm 
text book 



*Begins second half year. 



TABLE SHOWING PROPORTION OF PUPILS' TIME FOR EACH GROUP. 

Basis 100. 



Group I. Group II. Group III. Group IV. Group V. | 


First Year Grade 


.48 1 .14 


.12 


.10 


.16 


Second Year Grade. . . 


.48 


.14 


.12 


.10' 


.16 


Third Y'ear Grade 


.40 


.18 


.16 


.10 


.16 


Fourth Year Grade. . . 


.32 


20 


.20 


.12 


.16 


Fifth Year Grade 


.30 [ .18 


.24 


.12 


.16 


Sixth Year Grade 


.3- 


. .18 


.20 


.14 


.16 


Seventh Year Grade.. 


.32 


.15 


.18 


.20 


.15 



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LIBRARY OF CONGRESS 

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